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

Authors

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

Keywords:

Preservice Teacher Education, Teaching practice, Teaching supervision, Student teacher, Case studies, Trainee, Mentoring, Pandemics

Abstract

Teacher professional development is introduced by internship experiences as part of initial teacher education. Recently, the pandemic’s emergence has modified these experiences, thus, little is known about the COVID-19’s influence on the professional performance and the mentoring relationships. Therefore, this study analyses the perceptions of nine preservice teachers from University Loyola Andalucía toward their professional development through internship facing the pandemic. A qualitative design through multiple case study is conducted to explore expectations and conclusions on the professional performance and the mentoring relationships, as both dimensions are essential to modulate the learning process during the internship. Semi-structured interviews (pre-internship and post-intership) and a focus group session (during the internship) were selected to collect the information. The qualitative software Atlas.ti was used to analyse the information from an inductive-deductive approach. Findings show that participants expected to strengthen their professional performance by improving their teaching strategies and their professional identity. Moreover, they expected to find a weakened mentoring relationship due to COVID-19. After internship, the pandemic’s impact does not seem to be significant on either professional performance or the mentoring, the latter being considered a reflection axis. Conclusions propose, firstly, to reflect on factors really influenced by unpredictable and unstable issues through internship; secondly, to reconsider the cornerstones of professional development, professional performance and mentoring relationships in these contexts.

Downloads

References

Avidov-Ungar, O. (2016). A model of professional development: teachers’ perceptions of their professional development. Teachers and Teaching: Theory and Practice, 22(6), 653–669. https://doi.org/10.1080/13540602.2016.1158955

Badilla, I., Ramírez, A., Rizo, L. y Rojas, K. (2014). Estrategias didácticas para promover la auto-reflexión de la praxis en los procesos de formación docente. Revista Electrónica Educare, 18(2), 209-231. http://dx.doi.org/10.15359/ree.18-2.11

Becker, E. S., Waldis, M., & Staub, F. C. (2019). Advancing student teachers’ learning in the teaching practicum through Content-Focused Coaching: A field experiment. Teaching and Teacher Education, 83, 12–26. https://doi.org/10.1016/j.tate.2019.03.007

Clarke, A. (1995). Professional Development in Practicum Settings: Reflective Practice Under Scrutiny. Teaching and Teacher Education, 11(3), 243–261. https://doi.org/10.1016/0742-051X(94)00028-5

Clarke, A., Triggs, V., & Nielsen, W. (2014). Cooperating Teacher Participation in Teacher Education: A Review of the Literature. Review of Educational Research, 84(2), 163–202. https://doi.org/10.3102/0034654313499618

Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Pearson.

Dewey, J. (1998). How we think: A restatement of the relation of reflective thinking to the educative process. Houghton Mifflin.

Darling-Hammond, L. (2017). Teacher education around the world: What can we learn from international practice? European Journal of Teacher Education, 40(3), 291–309. https://doi.org/10.1080/02619768.2017.1315399

Farhadiba, D., & Nunuk Wulyani, A. (2020). Investigating Preservice Teachers’ Efficacy Level and Factors Influencing It. KnE Social Sciences, 40–49. https://doi.org/10.18502/kss.v4i4.6464

Flores, M. A. (2020). Preparing teachers to teach in complex settings: opportunities for professional learning and development. European Journal of Teacher Education, 43(3), 297-300. https://doi.org/10.1080/02619768.2020.1771895

Flores, M. A. & Gago, M. (2020) Teacher education in times of COVID-19 pandemic in Portugal: national, institutional and pedagogical responses. Journal of Education for Teaching, 46(4), 507-516. https://doi.org/10.1080/02607476.2020.1799709

Fox, A., Wilson, E., & Deaney, R. (2011). Beginning Teachers’ Workplace Experiences: Perceptions of and Use of Support. Vocations and Learning, 4(1), 1–24. https://doi.org/10.1007/s12186-010-9046-1

Gorichon-Gálvez, S., Pérez Lorca, A., Yañez-Pérez, M., & Roberts-Rivera, M. (2020). Supervisión y acompañamiento de prácticas profesionales. Revista Iberoamericana de Educación, 82(1), 31–50. https://doi.org/10.35362/rie8213682

Hallberg, L. R. (2006). The “core category” of grounded theory: Making constant comparisons. International Journal of Qualitative Studies on Health and Well-being, 1(3), 141-148. https://doi.org/10.1080/17482620600858399

Henry, A. (2016). Conceptualizing Teacher Identity as a Complex Dynamic System: The Inner Dynamics of Transformations During a Practicum. Journal of Teacher Education, 67(4), 291–305. https://doi.org/10.1177/0022487116655382

Hordvik, M., Fletcher, T., Haugen, A., Engebretsen, B. & Møller, L. (2021). Using the metaphor of orchestration to make sense of facilitating teacher educator professional development, European Journal of Teacher Education. https://doi.org/10.1080/02619768.2021.1946510

Izadinia, M. (2015). A closer look at the role of mentor teachers in shaping preservice teachers’ professional identity. Teaching and Teacher Education, 52, 1–10. https://doi.org/10.1016/j.tate.2015.08.003

Izadinia, M. (2016). Preservice teachers’ professional identity development and the role of mentor teachers. International Journal of Mentoring and Coaching in Education, 5(2). https://doi.org/10.1108/IJMCE-01-2016-0004

Kaldi, S., & Xafakos. E. (2017). Student teachers' school teaching practice: The relation amongst perceived self-competence, motivation and sources of support. Teaching and Teacher Education, 67, 246–258. https://doi.org/10.1016/j.tate.2017.05.019

Kartal, G. & Demir, Y. (2021). Observational narrative knowledging in early professional development of student teachers of English. Instructional Science, 49, 109–135. https://doi.org/10.1007/s11251-020-09532-3

Kim, J. (2020). Learning and Teaching Online During Covid-19: Experiences of Student Teachers in an Early Childhood Education Practicum. International Journal of Early Childhood, 52, 145–158. https://doi.org/10.1007/s13158-020-00272-6

König, J., Jäger-Biela, D. J., & Glutsch, N. (2020). Adapting to online teaching during COVID-19 school closure: teacher education and teacher competence effects among early career teachers in Germany. European Journal of Teacher Education, 43(4), 608–622. https://doi.org/10.1080/02619768.2020.1809650

Körkkö, M., Kyrö-Ämmälä, O., & Turunen, T. (2016). Professional development through reflection in teacher education. Teaching and Teacher Education, 55, 198–206. https://doi.org/10.1016/j.tate.2016.01.014

Mena, L. (2018). La muestra cualitativa en la práctica: una propuesta. Revista Eixo, 7(3), 5-15. https://doi.org/10.19123/eixo.v8i3.646

Mena-Marcos, J., García-Rodríguez, M. L., & Tillema, H. (2013). Student teacher reflective writing: What does it reveal? European Journal of Teacher Education, 36(2), 147–163. https://doi.org/10.1080/02619768.2012.713933

Nel, C., & Marais, E. (2021). Addressing the wicked problem of feedback during the teaching practicum. Perspectives in Education, 39(1), 410-426. https://doi.org/10.18820/2519593X/pie.v39.i1.25

Palomares, A., & Alarcón, M. del C. (2018). El tutor de prácticas y su influencia en la formación de profesionales en los Grados de Educación. Revista Practicum, 3(1), 34–47. https://doi.org/10.24310/RevPracticumrep.v3i1.8273

Richards, K. A. R, Hemphill, M. A. & Templin, T. J. (2018). Personal and contextual factors related to teachers’ experience with stress and burnout. Teachers and Teaching, 24(7), 768–787. https://doi.org/10.1080/13540602.2018.1476337

Rodríguez, R. S., Pedrajas, A. P., & Gracia, E. P. (2019). Beliefs on the teacher professionalism and teaching models in initial teacher education. Revista Brasileira de Educação, 24, 1–24. https://doi.org/10.1590/s1413-24782019240018

Rodríguez-Gómez, D., Armengol, C., & Meneses, J. (2017). La adquisición de las competencias profesionales a través de las prácticas curriculares de la formación inicial de maestros. Revista de Educación, (376), 229–251. https://doi.org/10.4438/1988-592X-RE-2017-376-350

Saban, A. (2006). Functions of metaphor in teaching and teacher education: A review essay. Teaching Education, 17(4), 299–315. https://doi.org/10.1080/10476210601017386

Saiz-Linares, Á., & Ceballos-López, N. (2020). Análisis multifocal en la formación inicial de docentes: interpretaciones de alumnado y supervisores. Revista Brasileira de Educação, 25, 1–25. https://doi.org/10.1590/s1413-24782019250005

Sasaki, R., Goff, W., Dowsett, A., Parossien, D., Matthies, J., Di Iorio, C., Montey, S., Rowe, S., & Puddy, G. (2020). The Practicum Experience during Covid-19. Journal of Technology and Teacher Education, 28(2), 329–339. https://bit.ly/3pb6zmx

Schön, D. (1983). The reflective practitioner: How professionals think in action. Basic Books.

Seban, D. (2015). Development of preservice identities: learning from a multigrade classroom practicum context. Journal of Education for Teaching, 41(1), 19–36. https://doi.org/10.1080/02607476.2014.992632

Son, J., & Lee, M. Y. (2020). Exploring the Relationship Between Preservice Teachers’ Conceptions of Problem Solving and Their Problem-Solving Performances. International Journal of Science and Mathematics Education. https://doi.org/10.1007/s10763-019-10045-w

Stake, R. E. (2005). Investigación con estudio de casos. Morata.

Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory. SAGE.

Theelen, H., Willems, M. van den Beemt, A. Conijin, R y den Brok, P. (2020). Virtual internships in blended environments to prepare preservice teachers. British Journal of Educational Technology, 51(1), 194-210. https://doi.org/10.1111/bjet.12760

Trujillo-Sáez, F., Fernández-Navas, M., Montes-Rodríguez, M., Segura-Robles, A., Alaminos-Romero, F.J. y Postigo-Fuentes, A.Y. (2020). Panorama de la educación en España tras la pandemia de COVID-19: la opinión de la comunidad educativa. FAD. Disponible en: https://doi.org/10.5281/zenodo-3878844

UNESCO. (2020). Apoyar a los docentes y al personal educativo en tiempos de crisis. Respuesta educativa de la UNESCO a la COVID-19. https://bit.ly/3b11V28

Vaismoradi, M., Turunen, H., & Bondas, T. (2013). Content analysis and thematic analysis: Implications for conducting a qualitative descriptive study. Nursing & Health Sciences, 15(3), 398–405. https://doi.org/10.1111/nhs.12048

Vygotsky, L. S. (1978). Mind in society. Harvard University Press.

Yahiji, K., Otaya, L. G., & Anwar, H. (2019). Assessment model of student field practice at Faculty of Tarbiyah and Teaching Training in Indonesia: A reality and expectation. International Journal of Instruction, 12(1), 251–268. https://doi.org/10.29333/iji.2019.12117a

Yin, R. (1989). Case Study Research. Design and Methods. SAGE.

Yuan, R., Liu, W., & Lee, I. (2019). Confrontation, negotiation and agency: exploring the inner dynamics of student teacher. Teachers and Teaching: Theory and Practice, 25(8), 972–993. https://doi.org/10.1080/13540602.2019.1688286

Zeichner, K. (2010). Rethinking the connections between campus courses and field experiences in college- and university-based teacher education. Journal of Teacher Education, 61(1–2), 89–99. https://doi.org/10.1177/0022487109347671

Zhu, G., Mena, J. & Johson, C. (2020). Chinese student teachers’ teaching practicum experiences. International Journal of Educational Research, 103, 2-11. https://doi.org/10.1016/j.ijer.2020.101638