El desarrollo profesional a través de las prácticas externas desde la visión del profesorado en formación inicial

Irene García-Lázaro; Jesús Conde-Jiménez; María Pilar Colás-Bravo

doi:10.12795/revistafuentes.2022.19665

Autores/as

Irene García-Lázaro Universidad Loyola Andalucía - Universidad de Sevilla https://orcid.org/0000-0001-9818-6170
Jesús Conde-Jiménez Universidad de Sevilla https://orcid.org/0000-0002-4471-5089
María Pilar Colás-Bravo Universidad de Sevilla https://orcid.org/0000-0003-3000-075X

DOI:

https://doi.org/10.12795/revistafuentes.2022.19665

Palabras clave:

Formación Inicial del Profesorado No Universitario, Práctica Pedagógica, Supervisión de los Docentes, Estudiante-Profesor, Estudio de Casos, Estudiante de Prácticas, Tutoría

Resumen

El desarrollo profesional del futuro profesorado se presenta a través de experiencias de prácticas externas como parte de la formación inicial docente. Éstas se han visto influidas por el surgimiento de la pandemia recientemente, así, poco es sabido acerca de cómo el desempeño profesional y la tutorización de prácticas se han visto afectados. Por ello, este estudio analiza las percepciones de nueve docentes en formación inicial de la Universidad Loyola Andalucía sobre su desarrollo profesional en prácticas ante la pandemia. Se aplica un diseño cualitativo de casos múltiple que explora el desempeño profesional y las relaciones de tutorización sucedidos en prácticas siendo dimensiones moduladoras del proceso formativo. La recogida de información se realiza mediante entrevistas semiestructuradas (antes y después de las prácticas) y un grupo focal (durante las prácticas). Se utiliza el software cualitativo Atlas.ti para analizar la información desde un enfoque inductivo-deductivo. Los hallazgos muestran que los participantes esperaban fortalecer el desempeño mediante la mejora de estrategias docentes y de su identidad profesional. Asimismo, esperaban una relación de tutorización debilitada por la COVID-19. Tras las prácticas, el impacto de la pandemia no parece significativo ni en el desempeño ni en la tutorización, siendo ésta considerada un eje reflexivo. Las conclusiones del estudio proponen, primero, reflexionar sobre aspectos verdaderamente afectados por situaciones impredecibles e inestables durante las prácticas, como la pandemia y, segundo, repensar los pilares del desarrollo profesional en estos contextos, como el desempeño y las relaciones de tutorización.

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