Los procesos de formación de los profesores en el prácticum. Estudio sobre el conocimiento profesional docente
- García Rodríguez, María-Luisa
- Mena Marcos, Juan-José
- Gómez Sánchez, Raquel
- Leijen, Äli
- Husu, Jukka
- Toom, Auli
- Paulien, C. Meijer
- Knezic, Dubravka
- Pedaste, Margus
- Allas, Rail
- Krull, Edgar
- Calvo Salvador, Adelina (coord.)
- Rodríguez Hoyos, Carlos (coord.)
- Haya Salmón, Ignacio (coord.)
Publisher: Santander, AUFOP-Universidad de Cantabria, 2014
ISBN: 978-84-697-1382-2
Year of publication: 2014
Pages: 1078-1087
Congress: Congreso Internacional sobre la Formación del Profesorado (13. 2014. Santander)
Type: Conference paper
Abstract
In this paper we present some results of the European Project nº 526318-LLP-1-2012-1-EECOMENIUS-CMP funded by The European Union (2012-2015) which participating countries are Estonia, Finland, Netherlands and Spain. The Project objetive is to assess how student teachers learn form cases of academic practice, i.e., what is the practical knowledge that they really assimilate when they are in the practicum. For this we have carried out an empirical study in four countries in three phases: Phase 1: Video recordings of sessions taught by teachers in training; Phase 2i: Analysis of Critical Incidents (positive and negative) occurring at such meetings and Phase 3: Individual report of learning. In phase two, the process of “guided reflection” (Husu, Toom y Patrikainen, 2008) was used promoting critical analysis of student teachers about what they had done in the sessions. This established three conditions: (a) Individual reflection (n=27), (b) dialogue between peers (n=30) and (c) dialogue whit tutor (n=30). Trough content analysis (topical analysis) six types of practical knowledge were coded base don Mena, García y Tillema’s (2012) work and Toom’s (2006): narrative (recalls and appraissals), inferential/aplication (rules, artifacts) and explanatory (and practical justifications were classified justifications related to the theory). The results showed thad student teachers under condition c were better able to learn a type of sophisticated an generalizable knoledge as rules and artifacs to apply classroom knowledge while conditions b allowed the students to better understand what they did in classrom. In other words, being supervised by the Mentor teachers disposed Student teachers towards changes of practice, while dialoguing with peers or reflect individually invited them to just understand practice better.