Pre-Service Teachers’ Practical Knowledge: Learning to Teach during the Practicum Experience
In this paper we present some results of the European Project Erasmus K1 ACTTEA (2012-2015) in which four countries participated (Estonia, Finland, The Netherlands and Spain). The objective of the project was to assess what kind of knowledge pre-service teachers learn when teaChing in the Practicum...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2019 |
| País: | México |
| Institución: | Universidad Autónoma de Baja California Sur |
| Repositorio: | Repositorio Institucional de la UABCS |
| Idioma: | español |
| OAI Identifier: | oai:repositorioinstitucional.uabc.mx:20.500.12930/6316 |
| Acceso en línea: | https://redie.uabc.mx/index.php/redie/article/view/1831 |
| Access Level: | acceso abierto |
| Palabra clave: | Practicum teacher training mentoring teacher reflection practical knowledge Prácticum formación del profesorado tutoría reflexión docente conocimiento práctico |
| Sumario: | In this paper we present some results of the European Project Erasmus K1 ACTTEA (2012-2015) in which four countries participated (Estonia, Finland, The Netherlands and Spain). The objective of the project was to assess what kind of knowledge pre-service teachers learn when teaChing in the Practicum setting. An empirical study was conducted in each country following three phases. video recordings were made in sessions; analysis of critical incidents; and an individual report of learning was performed. Three conditions were established: Individual reflection; Dialogue among peers; and Dialogue with a tutor. An inductive procedure based on propositional and thematic analysis was followed, and the Chi Square Test and V Cramer were used. Results from the Spanish data show that student teachers under the condition C are better able to learn a kind of sophisticated and generalizable knowledge, while conditions A and B allow students to better understand what they had done. |
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