Abstract
© 2017 Pontificia Universidad Javeriana. All Rights Reserved. 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 contribution | Practicum in Teacher Development Education: Participants' Perceptions |
|---|---|
| Original language | Spanish |
| Pages (from-to) | 91-114 |
| Number of pages | 24 |
| Journal | Magis |
| Volume | 9 |
| Issue number | 19 |
| DOIs | |
| Publication status | Published - 16 May 2017 |
Keywords
- Higher education
- Pedagogical practice
- Professional competence
- Professional identity
- Tutoring