Publication: Desarrollar el Prácticum de Maestro en tiempos de confinamiento
Authors
Pinya Medina, Carme ; Ferrer Ribot, Maria ; Verger Gelabert, Sebastià ; Rosselló Ramón, M Rosa
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Publisher
Universidad de Zaragoza, Asociación Universitaria de Formación del Profesorado (AUFOP)
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DOI
https://doi.org/10.47553/rifop.v100i39.1.93901
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info:eu-repo/semantics/article
Description
Abstract
Este artículo presenta la valoración del plan alternativo a las prácticas que se diseñó e implementó durante el confinamiento en la formación inicial del Grado de Maestro en Educación Infantil y Educación Primaria. A partir de un estudio de carácter cuantitativo-descriptivo y mediante el uso de un cuestionario se profundiza en diversos aspectos (nivel de estrés, dificultades, facilitadores, etc.) que valoran el funcionamiento del Plan de Actividades Equivalente (PAE) y su contribución al desarrollo de las competencias profesionales del futuro docente. Los resultados muestran cómo el PAE ha contribuido al desarrollo de competencias; el alumnado afirma que ha sido de gran utilidad a pesar de las dificultades, del estrés generado y de la carga de trabajo. Destaca la valoración que hacen los participantes del acompañamiento llevado a cabo por el profesorado tutor como un elemento clave dada la complejidad de la situación. Con todo, serán necesarios nuevos estudios para detectar el efecto que ha tenido en los futuros docentes la ausencia de experiencias y relaciones directas con el alumnado y los centros escolares.
This article presents the evaluation of the alternative plan to the practices that was designed and implemented during the confinement in the initial training of the Degree of Teacher in Early Childhood Education and Primary Education. Based on a quantitative-descriptive study and using a questionnaire, we examine various aspects (level of stress, difficulties, facilitators, etc.) that assess the functioning of the Equivalent Activities Plan (PAE) and its contribution to the development of the professional competences of future teachers. The results show how the EAP has contributed to the development of competences; the students state that it has been very useful despite the difficulties, the stress generated and the workload. It is worth highlighting the participants' assessment of the support provided by the tutor as a key element given the complexity of the situation. However, further studies will be necessary to detect the effect on future teachers of the absence of direct experience and relationships with pupils and schools.
This article presents the evaluation of the alternative plan to the practices that was designed and implemented during the confinement in the initial training of the Degree of Teacher in Early Childhood Education and Primary Education. Based on a quantitative-descriptive study and using a questionnaire, we examine various aspects (level of stress, difficulties, facilitators, etc.) that assess the functioning of the Equivalent Activities Plan (PAE) and its contribution to the development of the professional competences of future teachers. The results show how the EAP has contributed to the development of competences; the students state that it has been very useful despite the difficulties, the stress generated and the workload. It is worth highlighting the participants' assessment of the support provided by the tutor as a key element given the complexity of the situation. However, further studies will be necessary to detect the effect on future teachers of the absence of direct experience and relationships with pupils and schools.
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Citation
Revista interuniversitaria de formación del profesorado, V. 39, N. 100 (1), 2025
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