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...
| Authors: | , , |
|---|---|
| Format: | article |
| Status: | Published version |
| Publication Date: | 2019 |
| Country: | México |
| Institution: | UNIVERSIDAD AUTÓNOMA DE BAJA CALIFORNIA |
| Repository: | Revista Electrónica de Investigacion Educativa |
| Language: | Spanish |
| OAI Identifier: | oai:ojs.redie.uabc.mx:article/1831 |
| Online Access: | https://redie.uabc.mx/redie/article/view/1831 |
| Access Level: | Open access |
| Keyword: | Practicum teacher training mentoring teacher reflection practical knowledge Prácticum formación del profesorado tutoría reflexión docente conocimiento práctico |
| Summary: | 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. |
|---|