Efecto e impacto de las prácticas curriculares en los Grados de Educación Infantil y Primaria: la perspectiva de los implicados.

TitleEfecto e impacto de las prácticas curriculares en los Grados de Educación Infantil y Primaria: la perspectiva de los implicados.
Publication TypeJournal Article
Year of Publication2019
AuthorsGairín, J, Díaz-Vicario, A, del Arco Bravo, I, Flores Alarcia, Ó
JournalEducación XX1
Pagination17-43
Publication LanguageSpanish
KeywordsPracticum; Training; College; Degrees; Infant education; Primary education
Abstract

This article analyzes the effect and impact that the curricular practices (Practicum) of the Infant and Primary Education Grades generate in the people and in the institutions involved (schools and Faculties of education) in the opinion of institutional managers, tutors and students. From a qualitative and descriptive perspective, a multiple case study has been carried out in 16 educational centers that host third and fourth year internship students from the Autonomous University of Barcelona and the University of Lleida in the aforementioned cases. The data collection has included the carrying out of semi-structured interviews (N = 102) with coordinators, students and tutors from the center and faculty of both degrees, the analysis of 28 practice reports and the holding of 2 discussion groups to contrast and analyze the findings. The mixed coding and categorization approach has been used for data analysis. The results report that the Practicum contributes to the development of student competencies and positively impacts the professional development of school and faculty tutors who tutor students in practice. On the contrary, the impact that the Practicum could generate at the level of the institutions involved is less than would be expected. The Practicum generates work dynamics that impact mainly in a classroom, but not in the center; in the faculties, it generates an indirect impact through the faculty tutors, as long as they update the content they teach; and few synergies between schools and faculties are generated in the context of the relationships established between professionals from both institutions.

URLhttp://revistas.uned.es/index.php/educacionXX1/article/view/21311/19269
English
Campus d'excel·lència internacional U A B