In this article we present the results of an investigation carried out in the 2019/2020 academic year whose objective was to understand how an inclusive and reflective practicum model can improve in teaching professional development as well as initial teacher training, in which the university, teaching practice students and school teachers all actively participated. For this investigation we have carried out a case study in which 2 schools of infant and primary education participated.  This included a total of 9 teachers, 5 students of Primary Education Teaching and 2 research professors from the University. The data of the 3 discussion groups that were carried out with all the participants were analysed like so the practicum summaries of the students. The main results show the importance of schools with inclusive methodologies favour initial teacher training to have the theory-practice connection along with the improvement of personal and professional development.   Keywords: Schools; University; Inclusive Methodologies; Internship Students; Teachers Training.

The presented Teaching Innovation project deals with establishment of support, learning and collaboration networks between university and non-university teaching staff. This was done with two fundamental purposes in mind: on the one hand, improving the training of Practicum students through joint reflection and, on the other hand, promoting inclusive education in schools through support networks among teachers. Participants were the Practicum students from the Faculty of Education, specifically students with the major in Special Educational Needs. The project included creation of joint seminars between Practicum tutors of the Faculty, tutors from schools and Practicum students. Moreover, initiating support networks allowed involving two different schools in two Autonomous Communities, which has been a highly enriching experience for all participants.

En este artículo se recogen las vivencias y experiencias de un grupo de profesores y alumnos de psicopedagogía de la Universidad de Alcalá implicados en un proceso de innovación educativa fundamentada en los principios de la investigación-acción. El artículo se construye a partir de los aportes de algunos de los profesores y alumnos implicados en este proyecto, en coherencia con su espíritu participativo y compartido. Los objetivos esenciales fueron la construcción de una red de aprendizaje y refl exión que favoreciera las relaciones de interdisciplinariedad, así como la generación de un contexto propicio para el desarrollo de procesos de enseñanza y aprendizaje basados en los principios de la colaboración, la autonomía y el pensamiento crítico y reflexivo.

No abstract

Bacground: This research held in 2019/2020 supervised the students’ external Practicums of a Special Professional Training Programme in Auxiliary Operations of Administrative and General Services when students could not carry out their Practicums in person in companies due to the COVID-19 pandemic. Purpose: the proposed Practicum is of most professional importance so a completion in a virtual and synchronous way through virtual and educational platforms like GeniallyTM and Google SuiteTM. In this virtual environment, students had to connect daily and perform the functions of an administrative assistant working in the different departments of the company. Methodology: This research followed the Research-Action approach. Major conclusions: During the Practicum, the researchers reviewed and adapted the environment based on the results we were obtaining. The major contribution is that it proved the effectiveness of active methodologies in the training of students in a special modality professional programme that, together with a Research-Action approach, facilitates the development of the students' work skills.   Keywords: Active methodologies, Practicum, administration students, action-research, professional skills, inclusive education;