The reflective practicum in the process of becoming a teacher: the tutor’s discursive support

Interest in reflective practices, within the broader framework of teachers’ professional knowledge, has been ongoing in educational research for the past few decades. The idea from which reflection itself stems is that of teachers’ agency in their own professional development. The initial positivist...

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Autores: Cubero Pérez, Rosario, Cubero Pérez, Mercedes, Bascón Díaz, Miguel Jesús
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2019
País:España
Institución:Universidad de Sevilla (US)
Repositorio:idUS. Depósito de Investigación de la Universidad de Sevilla
OAI Identifier:oai:idus.us.es:11441/88495
Acceso en línea:https://hdl.handle.net/11441/88495
https://doi.org/doi:10.3390/educsci9020096
Access Level:acceso abierto
Palabra clave:teacher training
reflective practicum
tutor’s support
teachers’ agency
discursive interactions
cultural-historical perspective
case study
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spelling The reflective practicum in the process of becoming a teacher: the tutor’s discursive supportCubero Pérez, RosarioCubero Pérez, MercedesBascón Díaz, Miguel Jesústeacher trainingreflective practicumtutor’s supportteachers’ agencydiscursive interactionscultural-historical perspectivecase studyInterest in reflective practices, within the broader framework of teachers’ professional knowledge, has been ongoing in educational research for the past few decades. The idea from which reflection itself stems is that of teachers’ agency in their own professional development. The initial positivist approach viewed the relationships between teachers’ theoretical knowledge and educational practice in terms of hierarchical reductionism. We analyze the relationships between different types of knowledge from a historical-cultural perspective, which requires locating them in the context of the cultural activities. Our aim is to analyze the discursive interactions, which take place during collaborative seminars, within a reflective practicum, and to identify how the university tutors support and foster reflection on practice. We use a multiple case design in which each case is a classroom unit made up of a tutor and his or her students. An analysis of the tutors’ discourse revealed an ongoing promotion of students’ active engagement through highly structured classroom participation, a strong focus on interpreting students’ personal experiences during teaching practice and significant interventions aimed at establishing links with academic knowledge. Results invite us to rethink the ways in which we can contribute to processes of reflection among trainee teachers.Ministerio de Economía y Competitividad EDU2013-44632-PMDPIPsicología ExperimentalPsicología Evolutiva y de la Educación2019info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://hdl.handle.net/11441/88495https://doi.org/doi:10.3390/educsci9020096reponame:idUS. Depósito de Investigación de la Universidad de Sevillainstname:Universidad de Sevilla (US)InglésEducation Sciences, 9 (2), 96.EDU2013-44632-Phttp://dx.doi.org/doi:10.3390/educsci9020096info:eu-repo/semantics/openAccessoai:idus.us.es:11441/884952026-06-17T12:51:07Z
dc.title.none.fl_str_mv The reflective practicum in the process of becoming a teacher: the tutor’s discursive support
title The reflective practicum in the process of becoming a teacher: the tutor’s discursive support
spellingShingle The reflective practicum in the process of becoming a teacher: the tutor’s discursive support
Cubero Pérez, Rosario
teacher training
reflective practicum
tutor’s support
teachers’ agency
discursive interactions
cultural-historical perspective
case study
title_short The reflective practicum in the process of becoming a teacher: the tutor’s discursive support
title_full The reflective practicum in the process of becoming a teacher: the tutor’s discursive support
title_fullStr The reflective practicum in the process of becoming a teacher: the tutor’s discursive support
title_full_unstemmed The reflective practicum in the process of becoming a teacher: the tutor’s discursive support
title_sort The reflective practicum in the process of becoming a teacher: the tutor’s discursive support
dc.creator.none.fl_str_mv Cubero Pérez, Rosario
Cubero Pérez, Mercedes
Bascón Díaz, Miguel Jesús
author Cubero Pérez, Rosario
author_facet Cubero Pérez, Rosario
Cubero Pérez, Mercedes
Bascón Díaz, Miguel Jesús
author_role author
author2 Cubero Pérez, Mercedes
Bascón Díaz, Miguel Jesús
author2_role author
author
dc.contributor.none.fl_str_mv Psicología Experimental
Psicología Evolutiva y de la Educación
dc.subject.none.fl_str_mv teacher training
reflective practicum
tutor’s support
teachers’ agency
discursive interactions
cultural-historical perspective
case study
topic teacher training
reflective practicum
tutor’s support
teachers’ agency
discursive interactions
cultural-historical perspective
case study
description Interest in reflective practices, within the broader framework of teachers’ professional knowledge, has been ongoing in educational research for the past few decades. The idea from which reflection itself stems is that of teachers’ agency in their own professional development. The initial positivist approach viewed the relationships between teachers’ theoretical knowledge and educational practice in terms of hierarchical reductionism. We analyze the relationships between different types of knowledge from a historical-cultural perspective, which requires locating them in the context of the cultural activities. Our aim is to analyze the discursive interactions, which take place during collaborative seminars, within a reflective practicum, and to identify how the university tutors support and foster reflection on practice. We use a multiple case design in which each case is a classroom unit made up of a tutor and his or her students. An analysis of the tutors’ discourse revealed an ongoing promotion of students’ active engagement through highly structured classroom participation, a strong focus on interpreting students’ personal experiences during teaching practice and significant interventions aimed at establishing links with academic knowledge. Results invite us to rethink the ways in which we can contribute to processes of reflection among trainee teachers.
publishDate 2019
dc.date.none.fl_str_mv 2019
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://hdl.handle.net/11441/88495
https://doi.org/doi:10.3390/educsci9020096
url https://hdl.handle.net/11441/88495
https://doi.org/doi:10.3390/educsci9020096
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Education Sciences, 9 (2), 96.
EDU2013-44632-P
http://dx.doi.org/doi:10.3390/educsci9020096
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv MDPI
publisher.none.fl_str_mv MDPI
dc.source.none.fl_str_mv reponame:idUS. Depósito de Investigación de la Universidad de Sevilla
instname:Universidad de Sevilla (US)
instname_str Universidad de Sevilla (US)
reponame_str idUS. Depósito de Investigación de la Universidad de Sevilla
collection idUS. Depósito de Investigación de la Universidad de Sevilla
repository.name.fl_str_mv
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