Pre-Service Teachers’ Practical Knowledge: Learning to Teach during the Practicum Experience

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...

Descripció completa

Guardat en:
Dades bibliogràfiques
Autors principals: Mena Marcos, Juanjo, Gómez Sánchez, Raquel, García Rodríguez, María Luisa
Format: Online
Idioma:spa
Publicat: REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2019
Accés en línia:https://redie.uabc.mx/index.php/redie/article/view/1831
Etiquetes: Afegir etiqueta
Sense etiquetes, Sigues el primer a etiquetar aquest registre!
id redie-article-1831
record_format ojs
spelling redie-article-18312020-12-11T18:01:47Z Pre-Service Teachers’ Practical Knowledge: Learning to Teach during the Practicum Experience La construcción de conocimiento pedagógico de los profesores en formación durante el prácticum Mena Marcos, Juanjo Gómez Sánchez, Raquel García Rodríguez, María Luisa Practicum teacher training mentoring teacher reflection practical knowledge Prácticum formación del profesorado tutoría reflexión docente conocimiento práctico 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. En este trabajo se presenta parte de los resultados del Proyecto Europeo K1 ACTTEA (2012-2015) en el cual participaron España, Estonia, Finlandia y Holanda. El objetivo fue valorar qué tipos de conocimiento pedagógico asimilan los profesores durante el prácticum. En los datos recogidos en España se llevó a cabo un estudio empírico siguiendo tres fases: grabación de sesiones de clase, análisis de incidentes críticos y elaboración de informes individuales. Se emplearon tres condiciones en el diseño de investigación: reflexión individual, diálogo entre compañeros y diálogo con profesor-tutor. Se siguió un procedimiento inductivo basado en el análisis temático y proposicional y se utilizó la prueba Chi cuadrado y V de Cramer. Los resultados evidencian que los profesores en formación bajo la condición C son más capaces de aprender un conocimiento pedagógico sofisticado y generalizable, mientras que las condiciones A y B permiten entender mejor lo que hacen en la práctica. REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2019-09-23 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion text/html application/pdf application/xml https://redie.uabc.mx/index.php/redie/article/view/1831 10.24320/redie.2019.21.e27.1831 Revista Electrónica de Investigación Educativa; Vol. 21 (2019); 1 - 13 Revista Electrónica de Investigación Educativa; Vol. 21 (2019); 1 - 13 1607-4041 spa https://redie.uabc.mx/index.php/redie/article/view/1831/1792 https://redie.uabc.mx/index.php/redie/article/view/1831/1793 https://redie.uabc.mx/index.php/redie/article/view/1831/1854 Derechos de autor 2019 Revista Electrónica de Investigación Educativa
institution REDIE
collection OJS
language spa
format Online
author Mena Marcos, Juanjo
Gómez Sánchez, Raquel
García Rodríguez, María Luisa
spellingShingle Mena Marcos, Juanjo
Gómez Sánchez, Raquel
García Rodríguez, María Luisa
Pre-Service Teachers’ Practical Knowledge: Learning to Teach during the Practicum Experience
author_facet Mena Marcos, Juanjo
Gómez Sánchez, Raquel
García Rodríguez, María Luisa
author_sort Mena Marcos, Juanjo
title Pre-Service Teachers’ Practical Knowledge: Learning to Teach during the Practicum Experience
title_short Pre-Service Teachers’ Practical Knowledge: Learning to Teach during the Practicum Experience
title_full Pre-Service Teachers’ Practical Knowledge: Learning to Teach during the Practicum Experience
title_fullStr Pre-Service Teachers’ Practical Knowledge: Learning to Teach during the Practicum Experience
title_full_unstemmed Pre-Service Teachers’ Practical Knowledge: Learning to Teach during the Practicum Experience
title_sort pre-service teachers’ practical knowledge: learning to teach during the practicum experience
description 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.
publisher REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE).
publishDate 2019
url https://redie.uabc.mx/index.php/redie/article/view/1831
_version_ 1715723564738412544

Ítems similars