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- Title
Contrastando las expectativas de supervisores y docentes de aula respecto a sus funciones en la formación práctica de estudiantes de pedagogía.
- Authors
Montecinos, Carmen
- Abstract
Policies for initial teacher education have sought to strengthen the practicum component by increasing the number of courses that have a school-based component and by requiring universities to develop partnerships with schools and early childhood centers. The aim of this study is to analyze university supervisors' and classroom teachers' (tutors) understanding of their role in supporting pre-service teachers who are completing a practicum course in schools and early childhood centers. In the first stage, a questionnaire was completed by practicum supervisors (n=56) from five Chilean universities (13 programs) and by 540 tutors from 91 schools that served as practicum sites. In the second stage, tutors' perspectives were explored through 12 group interviews. The results show more agreement than disagreement about each other's roles, and there is also some overlap, without coordination, in the tasks these two actors perform. The differences are more related to prioritization. For supervisors, the main priority is to provide teacher candidates with theoretical tools to complete course requirements. For tutors, the most important function is that supervisors go to the school to support the performance of pre-service teachers and the work of tutors. These differences create tensions, and their resolution requires addressing structural problems related to the lack of bi-directionality in the university-school partnerships for the shared task of preparing the next generation of teachers. In order to have a positive impact on schools, pre-service teachers and initial teacher preparation programs, partner institutions need to work together to construct shared meanings, purposes and practices that support authentic collaboration.
- Subjects
TEACHERS; STUDENT teachers; TEACHER education; SUPERVISORS; TUTORS &; tutoring
- Publication
Pensamiento Educativo, 2024, Vol 61, Issue 2, p1
- ISSN
0717-1013
- Publication type
Article
- DOI
10.7764/PEL.61.2.2024.7