Learning from the Global South: practicum narratives in ghana as a transformative experience in initial teacher education

Authors

DOI:

https://doi.org/10.47553/rifop.v39i3.117991

Abstract

International placements in Global South contexts, marked by scarce resources, high pupil–teacher ratios and profound social inequalities, provide prospective teachers with a formative experience that transcends the strictly academic and fosters transformative learning. The purpose of this study is to examine how Spanish Education students experienced their practicum in Ghana, exploring their motivations, processes of adaptation, values, academic learning and the transferability of these experiences to their professional development. Employing a qualitative approach, five focus groups were conducted with 27 participants. Discourse analysis revealed two overarching categories. On a personal and social level, students highlighted the impact of the experience on the development of empathy, resilience, cooperation, inclusion and a critical awareness of equity and social justice. On an academic and professional level, they emphasised the need to adapt methodologies, rethink assessment systems, collaborate with local teachers and families, and creatively connect university-based theory with practice in a culturally diverse context. In conclusion, the practicum in Ghana emerges as a decisive experience that fosters the construction of a critical, resilient and socially committed teacher identity.

Author Biographies

José Luis Parejo , Universidad de Valladolid

José Luis Parejo is Lecturer in Pedagogy at the University of Valladolid (Spain) and member of research group: "Curriculum and teacher training" (ICUFOP) (Hum-267) (LR Almudena Ocaña, University of Granada). He has a BA degree in Pedagogy from the University of Salamanca, an MA in Participative Investigation and a Ph.D. in Theory and History of Education (gained with Honours) from the Complutense University of Madrid. Previously he was technical advisor of the State Council of University Students (CEUNE). He was holder of the UNESCO Chair in University Policy and Management at the Madrid Polytechnic University. He has been visiting scholar at Rome Tre and Lisbon universities. He has also carried out a postdoctoral role in the Institute of Education at University College London, in the Centre for Education and Democratic Citizenship, with a “José Castillejo” scholarship, which supports mobility of young doctors and is funded by the Spanish Ministry of Science. His line of research focuses on global citizenship, service-learning, teacher training, educational innovation and renewal.

María-O Cortón-Heras, Universidad de Valladolid

Profesora del área de Didáctica de la Expresión Musical en la Facultad de Educación de Segovia , dependiente de la Universidad de Valladolid desde el año 1995. Con amplia formación académica en torno a la educación y a la educación musical, vinculándose ambas con la Tesis Doctoral defendida en el año 2012 en la Universidad de Valladolid con el título de "Orientación profesional de los maestros especialistas en educación musical en la Escuela de Magisterio de Segovia". Principales líneas de investigación: en la actualidad centradas en la aplicación de la metodología del Aprendizaje Servicio a los Grados de Educación tanto en proyectos musicales como no musicales (Practicum en el Grado); asimismo las habilidades para la vida y los valores en la formación inicial del maestro; la Evaluación Formativa (formando parte de la Red de Evaluación Formativa desde el año de su creación) en la educación musical. En todas ellas se he publicado artículos científicos fruto de la participación en numerosos proyectos de investigación, así como comunicaciones en diversos congresos internacionales y nacionales.

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Published

2025-12-26

How to Cite

Parejo , J. L., & Cortón-Heras, M.-O. (2025). Learning from the Global South: practicum narratives in ghana as a transformative experience in initial teacher education. Revista Interuniversitaria De Formación Del Profesorado. Continuación De La Antigua Revista De Escuelas Normales, 39(3), 15–27. https://doi.org/10.47553/rifop.v39i3.117991

Issue

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

Section

Monográfico

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