Developing the teacher's practicum in times of confinement
DOI:
https://doi.org/10.47553/rifop.v100i39.1.93901Abstract
This article presents the evaluation of the alternative plan to the practices that was designed and implemented during the confinement in the initial training of the Degree of Teacher in Early Childhood Education and Primary Education. Based on a quantitative-descriptive study and using a questionnaire, we examine various aspects (level of stress, difficulties, facilitators, etc.) that assess the functioning of the Equivalent Activities Plan (PAE) and its contribution to the development of the professional competences of future teachers. The results show how the EAP has contributed to the development of competences; the students state that it has been very useful despite the difficulties, the stress generated and the workload. It is worth highlighting the participants' assessment of the support provided by the tutor as a key element given the complexity of the situation. However, further studies will be necessary to detect the effect on future teachers of the absence of direct experience and relationships with pupils and schools.
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