Publication: Percepción del estudiantado de los Grados de Educación sobre las prácticas académicas externas : un estudio cualitativo
Authors
Cañadas, Laura ; Quintanar-Díaz, Pilar ; Santos-Calero, Esther ; Zubillaga-Olague, Maite
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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.v39i3.117848
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info:eu-repo/semantics/article
Description
Abstract
Las prácticas académicas externas son un periodo fundamental en la formación del futuro profesorado. Los objetivos de esta investigación son: (1) Analizar la percepción del estudiantado sobre su grado de preparación inicial para afrontar el período de prácticas académicas externas y las competencias docentes adquiridas durante este periodo formativo; (2) examinar el papel de los/as tutores/as académicos/as y profesionales, así como las acciones consideradas más efectivas para el desarrollo de competencias docentes; y (3) explorar la influencia de las prácticas en la configuración de la imagen profesional del futuro profesorado, atendiendo a posibles desajustes entre expectativas y realidad, así como el impacto del prácticum en su autopercepción de competencia y su motivación hacia la docencia. Se realizó un estudio cualitativo mediante entrevistas a 12 estudiantes universitarios de titulaciones de formación docente. Los resultados indican que el aunque el estudiantado no se sentía suficientemente preparado al inicio durante el prácticum percibió haber desarrollado competencias clave vinculadas a la futura labor como docentes. Se destaca el rol del tutor/a profesional como esencial, destacando como necesario un adecuado acompañamiento y feedback. El cumplimiento de expectativas varió según el contexto. Aunque las prácticas reforzaron la motivación y mejoraron la autopercepción de competencia, se considera necesaria mayor formación para afrontar con seguridad la labor docente.
External teaching practicum constitutes a fundamental stage in the preparation of future teachers. The objectives of this study are: (1) to analyze pre-service teachers’ perceptions of their initial preparedness to undertake the practicum period and the teaching competences acquired during this formative experience; (2) to examine the role of academic and school mentors, as well as the actions perceived as most effective for the development of teaching competences; and (3) to explore the influence of the practicum on the construction of future teachers’ professional identity, considering potential mismatches between expectations and reality, as well as the impact of the practicum on their self-perceived competence and motivation towards teaching. A qualitative study was conducted through interviews with 12 university students enrolled in teacher education programs. The findings indicate that, although participants did not feel sufficiently prepared at the outset, during the practicum they perceived themselves as having developed key competences related to their future teaching role. The role of the school mentor emerged as essential, with adequate guidance and feedback highlighted as necessary. The extent to which expectations were met varied according to context. Although the practicum reinforced motivation and enhanced self-perceptions of competence, further training is deemed necessary to confidently undertake the teaching profession.
External teaching practicum constitutes a fundamental stage in the preparation of future teachers. The objectives of this study are: (1) to analyze pre-service teachers’ perceptions of their initial preparedness to undertake the practicum period and the teaching competences acquired during this formative experience; (2) to examine the role of academic and school mentors, as well as the actions perceived as most effective for the development of teaching competences; and (3) to explore the influence of the practicum on the construction of future teachers’ professional identity, considering potential mismatches between expectations and reality, as well as the impact of the practicum on their self-perceived competence and motivation towards teaching. A qualitative study was conducted through interviews with 12 university students enrolled in teacher education programs. The findings indicate that, although participants did not feel sufficiently prepared at the outset, during the practicum they perceived themselves as having developed key competences related to their future teaching role. The role of the school mentor emerged as essential, with adequate guidance and feedback highlighted as necessary. The extent to which expectations were met varied according to context. Although the practicum reinforced motivation and enhanced self-perceptions of competence, further training is deemed necessary to confidently undertake the teaching profession.
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Citation
Cañadas, L., Quintanar-Díaz, P., Santos-Calero, E., & Zubillaga-Olague, M. (2025). Percepción del estudiantado de los Grados de Educación sobre las prácticas académicas externas: un estudio cualitativo. Revista Interuniversitaria De Formación Del Profesorado. Continuación De La Antigua Revista De Escuelas Normales, 39(3), 43–55. https://doi.org/10.47553/rifop.v39i3.117848
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