Teaching practicums as an ideal setting for the development of teachers-in-training.

Auteurs

DOI :

https://doi.org/10.47553/rifop.v97i36.1.89267

Résumé

The objective of the study on which this article is based was to identify the pedagogical knowledge and research skills achieved by a group of teachers-in-training from different discipline areas who undertook a newly developed teaching-practicum program at a Colombian university. This study used a qualitative methodological design. The data collection instruments were documents that were generated from the teaching practicums. These were documents that were filled out by the teachers-in-training, by mentor teachers, and by the practicum supervisor. Documents were collected from 21 undergraduate students (pre-service teachers) from two cohorts. The review and content analysis of the documents was complemented by a focus group in which the teachers-in-training were able to discuss and rank the skills and benchmarks of progress that they considered most important and those that they had most difficulty in achieving.  The results illustrate: (i) the central role of teacher education in providing pre-service teachers with the knowledge, skills and attitudes they need to effectively perform the work of teachers; (ii) the education that pre-service teachers receive exerts a powerful influence on their concept of teaching and learning, which in turn affects their pedagogical practice; (iii) teaching practicums provide teachers in training with a valuable opportunity to implement what they have learned in the teacher training process, making the link between the abstract and the concrete more and more visible.

Biographie de l'auteur

Nancy Palacios , Universidad de los Andes

Soy Licenciaciada en Ciencias Sociales, Magister en Sociología y Doctora en Ciencias Sociales Niñez y Juventud.

Profesora asistente de la Facultad de Educación de la Universidad de los Andes. 

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Publiée

2022-04-18

Comment citer

Palacios, N., & Reedy, A. K. (2022). Teaching practicums as an ideal setting for the development of teachers-in-training. Revista Interuniversitaria De Formación Del Profesorado. Continuación De La Antigua Revista De Escuelas Normales, 97(36.1). https://doi.org/10.47553/rifop.v97i36.1.89267