Conditions for developing the Practicum

Autores/as

  • Miguel Zabalza Beraza Universidad de Santiago de Compostela

Resumen

The article analyzes the conditions considered fundamental for the development of good practicum programs and practices in companies. There are four conditions that it poses: 1) doctrinal; 2) curricula; 3) organizational; and 4) personal. From the conjunction of an appropriate articulation of the practicum in the four axes, the best or worst definition of its meaning and its contributions to the training of future professionals will be derived. It warns of possible dangers that could hinder the realization of good practices and proposes ten quality criteria for the practicum.

Biografía del autor/a

Miguel Zabalza Beraza, Universidad de Santiago de Compostela

Catedrático de Didáctica y Organización Escolar de la Universidad de Santiago de Compostela. Profesor Honoris Causa de la Pontificia Universidade Católica do Rio Grande do Sul (PUCRS), Brasil

Citas

Barton, L., Pollard, A. y Whytty, G. (1992): “Experiencing CATE : the impact of accreditation upon initial training institutions in England”, Journal or Education for Teaching, 18. Pag. 41-57

Brewer, D. Y Gray, M.J. (1999) : "Do Faculty Connect School to Work? Evidence from Community Colleges", en Educational Evaluation and Policy Analysis, vol. 21(4). Pags. 405-416.

Colombeau, J.M. (1993): Cercer et trouver un stage. Les Editions d’Organisation. París.

Gardiner, D.(1989) : The anatomy of supervision. Open University Press. Whasington, DC.

Ryan, G.; Toohey, S. y Hughes, Ch. (1996) : “The purpose, value and structure of the practicum in higher education: a literature review “, Higher Education, vol 31. Pag. 355-377

Wilson, J. D. (1996) : “An evaluation of the Field Experiences of the innovative Model for the preparation of Elementary Teachers for Science, Mathematics, and Technology”, en Journal of Teacher Education, 47(1). Pag. 53-59

Zabalza, M.A.(1996): "Aspectos cualitativos de la evaluación del practicum : evaluación del programa y de los estudiantes ", European Journal of Teacher Education, 19(3). Pag. 293-302.

Descargas