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...
Salvato in:
| Autori principali: | , , |
|---|---|
| Natura: | Online |
| Lingua: | spa |
| Pubblicazione: |
REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE).
2019
|
| Accesso online: | https://redie.uabc.mx/index.php/redie/article/view/1831 |
| Tags: |
Aggiungi Tag
Nessun Tag, puoi essere il primo ad aggiungerne! !
|
| Riassunto: | 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. |
|---|
@UABCInstitucional
UABC_Oficial
@UABC_Oficial
Tel: +52 686 551 82 00
cienciaabierta@uabc.edu.mx