Teachers’ professional development through the education practicum: A proposal for university-school collaboration

Abstract

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.

Exploration the skills of teachers: Implementation technological pedagogical content knowledge

“…This shows that the stages in implementing the TPACK model based on the Industrial Revolution 4.0 platform can practice TPACK steps based on the Industrial Revolution 4.0 platform. This is in line with Akhwani and Rahayu (2021), who stated that TPACK can be trained to teachers which is one type of knowledge that must be mastered by teachers in the 21st century, although the ability of teachers to integrate all components is not easy (Azhar et al, 2022;Muñoz-Martínez et al, 2022).…”