The Practicum as reflective teaching: A didactic innovation proposal implemented at the UAH School of Education.
DOI:
https://doi.org/10.58265/pulso.4997Keywords:
Teaching Practice, Reflection, Interaction, Journal, SeminarsAbstract
This article presents a pilot and innovative experience dealing with the Teaching Practice that has been carried out at the Teacher Training School of the University of Alcalá during the academic years 2006/07 and 2007/08. This experience is based on the premise of educating a teacher so that s/he can become a person of sound judgement and constructive criticism and it has made us choose the refl exive teacher model. Our study begins by indicating the background of our proposal and continues by reasoning the basis of that model. Then we explain the methodology we have used and we fi nally point out the conclusions we have reached from this innovative experience.
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References
LACEY,C.(1997): The socialization of teachers. London: Methuen.
KAGAN, D.(1992): “Professioanal growth among preservice and beginning teachers”. Review of Educational Research, 62,2, 129-169.
KORTHAGEN,F. (2001): Linking Practice and theory; the pedagogy of Realistic Teacher Education. London: Eribaum.
MICHELSON, N. (1990): “The role of the Prácticum in the preparation of teachers”, en E. Orteza y Magsino (eds): Teaching, schools and society. London: Falmer Press.
ZEICHNER, K.M.(1987): “ Enseñanza reflexiva y experiencias de aula en la formación de profesorado”. Revista de Educación, 282, 161-189.
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