Internships are an essential element of initial teacher training programmes, contributing not only to student teachers’ skill development, but also to their career guidance and job placement. However, there is little empirical evidence on both the factors affecting skills acquisition during in-school curricular practices and required conditions for assuring the quality of these training periods. The aim of the study presented here is to identify factors promoting better skills development during the curricular in-school practices period within the Early Childhood Education and Primary Education bachelor’s degrees. Factors included are students’ sociodemographic characteristics, school ownership, practicum organizational characteristics, students’ satisfaction and internships perceived impact. The methodology involved the application of a questionnaire to a sample of 567 student teachers from primary education (n = 276) and early childhood education (n = 291) degrees from four Catalan universities (two public and two private). The first approach to the available data starts with a univariate and bivariate descriptive analysis and then three multiple regression models are developed to determine the relationship between the three types of identified competencies (ie, relationships and ways of working, classroom management and application of knowledge in practice) and every independent variable. Results confirm not only the perception of positive impact of in-school practices on the professional development of future teachers, but also that, beyond the type and period set for the practicum in bachelor’s degrees, the identification of suitable "training schools" and strengthening effective cooperative structures school-university are key elements.
|Translated title of the contribution||Acquisition of professional competences through the curricular practices of the initial teachers training|
|Number of pages||23|
|Journal||Revista de Educacion|
|Publication status||Published - 1 Apr 2017|