Análisis del discurso de los estudiantes de magisterio sobre la contribución del practicum al desarrollo de su identidad profesional docente

Ferra, Miguel Pérez; López, Rocío Quijano

doi:10.6018/j/333091

Cited by 9 publications

(5 citation statements)

References 3 publications

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“…Whatever the situation is, future teachers' training approach should move toward the development of a TPI which enables them to face actual situations and issues which may happen in the school setting. TPI cannot be acquired automatically by merely obtaining a university degree, but it develops through a progressive suite of teaching-learning activities which make room for reflection on teaching practice, its implications and each individual's self-concept as a teacher [11,12].…”

Section: Introductionmentioning

confidence: 99%

The Innovative and Research Professional Identity of Future Early Years and Primary School Teachers and Their Relationship with Psychological Well-Being

Garrote

Gómez

2020

Sustainability

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Teacher’s professional identity (TPI) is an essential and decisive element in the way future EY and primary teachers approach their labour. This study aims to analyse how and when student teachers build TPI and to study its relationship with personal well-being. The sample was made up of 135 students of the Faculty of Education of the University of Burgos (Spain), aged 18–44. A questionnaire elaborated ad hoc and an individual psychological well-being scale were both implemented. The results suggest that training activities, initially scheduled by the university courses, are those which most contribute to the building of a TPI; that there seem to be no differences in relation to gender and year of study in the factors which contribute to its development, regardless of whether it is rather innovative or research-oriented and that there is a relationship between types of TPI, as well as between these and the satisfaction with academic choice, and psychological well-being. Future teachers should build a solid TPI which enables them to successfully adapt to complex educational settings and encourages them to innovate. It is necessary to gradually make room for reflection from the beginning of the university training, as this could improve the future professional performance and the students’ psychological well-being.

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Section: Introductionmentioning

confidence: 99%

The Innovative and Research Professional Identity of Future Early Years and Primary School Teachers and Their Relationship with Psychological Well-Being

Garrote

Gómez

2020

Sustainability

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“…El objeto del prácticum es que las experiencias e interacciones durante su desarrollo contribuyan a fortalecer la construcción identitaria del normalista como profesional. Los registros en el diario de trabajo recuperan evidencias de la forma en que cada uno se adapta a la experiencia, Buendía-Arias ( 2020), (Gee, 2000), Pillen (2016), Pérez Ferra (2018 y Walkintong (2005) señalan la identidad profesional, como concepto que define la complejidad de convertirse y ser un maestro. Los docentes en formación acopian durante distintos momentos experiencias, que les valen para atender las condiciones que se presentan durante el prácticum y que van integrando su forma particular de actuar y pensar.…”

Section: Prácticum Actividad Esencial De Los Docentes En Formaciónunclassified

Diario de trabajo. Herramienta para la expresión de los docentes en formación

Pérez-Reséndez,

Olave Moreno,

Villarreal Ballesteros

2023

RIPIE

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La finalidad del presente artículo es reportar resultados de un estudio cualitativo con enfoque fenomenológico, llevado a cabo con 11 diarios de trabajo, cuyo objetivo fue conocer las emociones, las situaciones y las estrategias de trabajo implementadas por estudiantes normalistas quienes redactaron sus experiencias basadas en la estructura propuesta por Farrell (2019) construida a partir de las aportaciones de Dewey (1933), Shön (1983) Alvarado, Neira y Westmacot (2019). Las condiciones sanitarias predominantes a partir de 2020 condujeron a la modificación de las maneras tradicionales del prácticum. El trayecto formativo práctica profesional de la malla curricular 2018 de la licenciatura para la enseñanza y aprendizaje en Telesecundaria, sirvió de apoyo para el análisis de diarios de trabajo realizados por los normalistas. Se diseñaron códigos con datos In Vivo, relacionados con la temática y se clasificaron en categorías. El análisis de los diarios sustentado en la teoría fundamentada (Charmaz, 2006) permitió acercarse en el conocimiento de las experiencias de los normalistas, sus sentimientos, los esfuerzos para dar cumplimiento a la jornada de práctica y el provecho del prácticum según, González-Garzón (2012), Mayorga Fernández (2017), Tejada-Fernández (2017), Huerta Ramón (2018) y Venegas Ortega (2018) como aspecto formativo. Los resultados cualitativos muestran que hubo deficiencias para la comunicación y la participación vinculadas a los recursos tecnológicos con que se contaron. Los normalistas tuvieron dificultades para la retroalimentación de los adolescentes en los grupos de secundaria. Además, las políticas administrativas impusieron la aprobación general lo que vulneró la actividad de los docentes en formación.

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“…The professional identity of educators begins to take shape during the practical application processes offered in university degree programmes [1]. As the initial professional experience in teacher training, the practicum period facilitates formative learning experiences that contribute to this identity.…”

Section: Introductionmentioning

confidence: 99%

Professional Ethos and Resilience in the Identity of Practicum Students during the Pandemic Context

Caballero-Julia,

Sanchez-Martin,

Hernández-Serrano

et al. 2023

Education Sciences

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Professional ethos encompasses individual factors such as attitudes and expectations, and commitment and responsibility, as well as other social factors related to collaboration or identification with role models. All of these factors are expressed in professional experiences and routines. Practicum experiences within teacher education programmes contribute to the initial expression and formation of students’ professional ethos. This study aims to analyse how the restrictions in the context of the COVID-19 pandemic affected the formation of future teachers’ professional ethos and their resilience skills. The study analyses the assessment discourse of the practicum during two academic years affected by the pandemic, involving a sample of n = 725 students. The Multivariate Analysis of Variance (MANOVA) Biplot and Reinert’s Alceste methods were employed to examine differences in the discourse based on gender and developmental changes over the two academic years. The results highlight the significant impact of limitations on routines as a determining factor. Additionally, both collaboration with professional tutors and innovation stood out as variables in the development of professional ethos. Gender differences revealed more negative expectations among female students, while, per year, there was a more positive evolution in learning expectations among male students. In conclusion, the practicum experiences during the pandemic-affected academic years facilitated the development of students’ professional ethos, emphasising resilient attitudes and solutions.

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Análisis del discurso de los estudiantes de magisterio sobre la contribución del practicum al desarrollo de su identidad profesional docente

Cited by 9 publications

References 3 publications

The Innovative and Research Professional Identity of Future Early Years and Primary School Teachers and Their Relationship with Psychological Well-Being

The Innovative and Research Professional Identity of Future Early Years and Primary School Teachers and Their Relationship with Psychological Well-Being

Diario de trabajo. Herramienta para la expresión de los docentes en formación

Professional Ethos and Resilience in the Identity of Practicum Students during the Pandemic Context

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