Formación de profesores basada en la investigación pedagógica
un estudio sobre el prácticum en los masters en enseñanza
DOI:
https://doi.org/10.22294/eduper/ppge/ufv.v11i.9060Palabras clave:
Formación inicial de profesores, Prácticum, Investigación pedagógicaResumen
El artículo presenta un estudio sobre el modelo de prácticum en los Másteres en Enseñanza de la Universidad de Minho (Portugal), creados tras la reforma de Bolonia. El modelo asigna un papel central al desarrollo de un proyecto de investigación pedagógica en la escuela, presentado en un informe final en una defensa pública. El estudio incluyó un análisis cualitativo de 40 informes de prácticas y una encuesta respondida por supervisores universitarios (n=34), mentores escolares (n=112) y antiguos alumnos en prácticas (n=133). Los resultados se centran en la naturaleza e impacto de los proyectos y las competencias profesionales evidenciadas en los informes. Se concluye que las percepciones de los participantes y los informes están en general alineados con los supuestos y las líneas de acción del modelo, aunque se identifican algunas limitaciones que apuntan a la necesidad de mejoras en los procesos de formación.
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