Abstract

CASAS-ERNST, Jacqueline Alejandra et al. Professional practice: A view of the teachers who guide the educational practice. Rev. Int. Investig. Cienc. Soc. [online]. 2022, vol.18, n.2, pp.313-328. ISSN 2226-4000.  https://doi.org/10.18004/riics.2022.diciembre.313.

Professional teaching practice and reflection are key elements in the future education professional, therefore, reflection must be supervised by a guiding teacher who encourages the development of pedagogical knowledge that strengthens the competencies necessary to exercise the teaching profession. The objective of this research is to interpret - from the teachers' opinion - the conceptual, procedural and attitudinal knowledge of the students in teacher training programs who are doing their professional practice. The methodology used is qualitative. In-depth interviews and participant observation were used for data collection. The key informants are 6 early childhood educators and 12 teachers. Among the findings, the following stand out: the professional practice of teachers in training facilitates the analysis of needs; the creation of projects strengthens initial teacher training and, at the same time, links actions from the complex vision that demands a professional teacher training related to pedagogical and didactic processes that promote relevant and autonomous learning.

Keywords : teacher; teacher competencies; university student; pedagogical skills.

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