El prácticum en la formación de los maestros. Percepciones de los protagonistas.

Translated title of the contribution: Practicum in Teacher Development Education: Participants' Perceptions

José Tejada-Fernández*, Maria Lurdes Carvalho-dias, Carmen Ruiz-Bueno

*Corresponding author for this work

Research output: Contribution to journalArticleResearchpeer-review

13 Citations (Scopus)


The aim of the article is to analyze the perceptions about the Practicum in the process of acquiring professional competences and in the construction of a professional identity within the initial teacher education program of pre-primary and primary teachers of Universidad Autónoma of Barcelona, UAB. We present the results of a case study, which were collected through interviews conducted with tutors, and triangulated with a questionnaire answered by students. We conclude that there is a fragile collaborative work and a weak coordination among tutors, as well as little observation and in situ guidance of the professional practice. We value individual and collective reflection, mediated by the university tutor.
Translated title of the contributionPracticum in Teacher Development Education: Participants' Perceptions
Original languageSpanish
Pages (from-to)91-114
Number of pages24
Issue number19
Publication statusPublished - 16 May 2017


  • Higher education
  • Pedagogical practice
  • Professional competence
  • Professional identity
  • Tutoring


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