University and educational centre in the practicum: analysis of student satisfaction in Early Childhood and Primary Education Degrees

Authors

  • Inés Ruiz Requies Universidad de Valladolid
  • Jairo Rodríguez Medina Universidad de Valladolid
  • María del Carmen Herguedas Esteban Universidad de Valladolid
  • Alba Ayuso Lanchares Universidad de Valladolid

DOI:

https://doi.org/10.47553/rifop.v39i3.116884

Abstract

The Practicum in Early Childhood and Primary Education Degrees constitutes an essential component in initial teacher training, as it allows students to develop academic and professional competencies. This study examines the satisfaction of future teachers from two key dimensions: satisfaction with the experience at the placement center and the management carried out by the university. Using a quantitative-descriptive approach, the study was based on surveys administered to 388 students. The results predominantly reflect a positive evaluation, highlighting the formative role of the Practicum in constructing teaching identity, the welcoming environment in educational centers, and the support of tutors. However, areas for improvement were identified in the supervision of the Practicum and the connection between university training and the requirements of the educational center. It is concluded that overall satisfaction with the Practicum is closely linked to the quality of tutoring and university training. As improvement proposals, it is suggested to strengthen inter-institutional coordination, optimize prior preparation, and reinforce support mechanisms for tutors. Additionally, the importance of ensuring an effective alignment between academic training and the demands of the educational field is emphasized. These conclusions provide significant contributions to the review and enhancement of internship programs to maximize their impact on teacher training and professional development.

Author Biographies

Inés Ruiz Requies, Universidad de Valladolid

Inés Ruiz Requies is a Senior Lecturer in the Department of Pedagogy at the University of Valladolid. Her main lines of research focus on curriculum studies and educational innovation in both initial and continuing teacher education. She is the author of over 50 peer-reviewed scientific publications in high-impact journals and more than 12 book chapters. She has participated in national and international competitive research projects aligned with her core research areas. Her current work is focused on the analysis of language, artificial intelligence, and mental health.

Jairo Rodríguez Medina, Universidad de Valladolid

Jairo Rodríguez Medina is a Tenured Lecturer in the Department of Pedagogy at the University of Valladolid. His main research interests focus on the development and validation of measurement instruments, observational methodology, and network analysis, applied to fields such as inclusive education. He is the author of over 60 peer-reviewed scientific publications in high-impact journals and more than 20 book chapters. He has undertaken competitive research stays at the Universities of Iceland, Athens, Barcelona, Málaga, and Murcia, and has delivered numerous seminars on research methods at both national and international academic forums.

María del Carmen Herguedas Esteban, Universidad de Valladolid

María del Carmen Herguedas Esteban is an Assistant Professor in the Department of Pedagogy, Area of Didactics and School Organization, at the Faculty of Education in Palencia, University of Valladolid. Her main lines of research focus on learning ecologies in expanded education contexts and cultural diversity, as well as mediation processes developed within formal education, lifelong learning, and community development.

Alba Ayuso Lanchares, Universidad de Valladolid

Alba Ayuso-Lanchares is an Assistant Professor in the Department of Pedagogy at the University of Valladolid. Her research focuses on speech and language therapy interventions in language disorders, addressing the needs of children with developmental language disorder, language delay, or hearing impairment, as well as adults with intellectual disabilities and schizophrenia. She has published over 25 scientific articles and book chapters in both national and international journals and publishing houses. She coordinates several teaching innovation projects aimed at improving the quality of instruction in the Bachelor’s Degree in Speech and Language Therapy and promoting evidence-based practice.

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Published

2025-12-26

How to Cite

Ruiz Requies, I., Rodríguez Medina, J., Herguedas Esteban, M. del C., & Ayuso Lanchares, A. (2025). University and educational centre in the practicum: analysis of student satisfaction in Early Childhood and Primary Education Degrees. Revista Interuniversitaria De Formación Del Profesorado. Continuación De La Antigua Revista De Escuelas Normales, 39(3), 29–41. https://doi.org/10.47553/rifop.v39i3.116884

Issue

Vol. 39 No. 3 (2025): El prácticum como proceso de formación e investigación en Educación Superior

Section

Monográfico

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