Artículo
The reflective practicum in the process of becoming a teacher: the tutor’s discursive support
Autor/es | Cubero Pérez, Rosario
Cubero Pérez, Mercedes Bascón Díaz, Miguel Jesús |
Departamento | Universidad de Sevilla. Departamento de Psicología Experimental Universidad de Sevilla. Departamento de Psicología Evolutiva y de la Educación |
Fecha de publicación | 2019 |
Fecha de depósito | 2019-08-21 |
Publicado en |
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Resumen | Interest in reflective practices, within the broader framework of teachers’ professional knowledge, has been ongoing in educational research for the past few decades. The idea from which reflection itself stems is that of ... Interest in reflective practices, within the broader framework of teachers’ professional knowledge, has been ongoing in educational research for the past few decades. The idea from which reflection itself stems is that of teachers’ agency in their own professional development. The initial positivist approach viewed the relationships between teachers’ theoretical knowledge and educational practice in terms of hierarchical reductionism. We analyze the relationships between different types of knowledge from a historical-cultural perspective, which requires locating them in the context of the cultural activities. Our aim is to analyze the discursive interactions, which take place during collaborative seminars, within a reflective practicum, and to identify how the university tutors support and foster reflection on practice. We use a multiple case design in which each case is a classroom unit made up of a tutor and his or her students. An analysis of the tutors’ discourse revealed an ongoing promotion of students’ active engagement through highly structured classroom participation, a strong focus on interpreting students’ personal experiences during teaching practice and significant interventions aimed at establishing links with academic knowledge. Results invite us to rethink the ways in which we can contribute to processes of reflection among trainee teachers. |
Identificador del proyecto | EDU2013-44632-P |
Cita | Cubero Pérez, R., Cubero Pérez, M. y Bascón Díaz, M.J. (2019). The reflective practicum in the process of becoming a teacher: the tutor’s discursive support. Education Sciences, 9 (2), 96. https://doi.org/doi:10.3390/educsci9020096. |
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The Reflective Practicum.pdf | 287.7Kb | [PDF] | Ver/ | |