DOI:
https://doi.org/10.14483/22487085.21809Publicado:
2025-07-07Número:
Vol. 27 Núm. 1 (2025): CALJ: january-juneSección:
Artículos de InvestigaciónProfessional Competence Development in Practicum: A holistic teacher profile construction
Oportunidades de Aprendizaje en las Prácticas Pedagógicas para Desarrollar la Competencia Profesional
Palabras clave:
enseñanza eficaz, formación inicial de profesores de lenguas extranjeras, investigación formativa, práctica reflexiva, prácticas (es).Palabras clave:
effective teaching, foreign language pre-service teacher education, formative research, reflective practice, practicum (en).Descargas
Resumen (en)
Practicum in language teacher education is a fundamental component of teachers’ preparation because in this practice, results associated with pedagogical competencies are normally expected. However, these competences are also the result of other processes that influence and include the teacher in a context in which challenges emerge. This study analysed from what dimensions the experience of these practices helps to develop the effectiveness of teachers in terms of knowledge, skills and attitudes within a framework of formative and reflective research. For this descriptive qualitative research, from a case study of three pre-service teachers and their tutor during two-and-a-half years, semi-open interviews, their research tutor’s mentoring document, and artifacts created in the in the practicum span were used. The results show that the pedagogical practices offered opportunities taking into account the dimensions of context, quality of experience, personal construction and knowledge acquired at their program to develop knowledge, skills and attitudes with a view to give meaning and sense to theory and practice within a learning environment as long as it is framed in support and reflective guidance in mentoring.
Resumen (es)
Las prácticas docentes en la formación de profesores de idiomas son un componente fundamental de la preparación de los profesores porque en esta práctica normalmente se esperan resultados asociados a las competencias pedagógicas. Sin embargo, estas competencias son también el resultado de otros procesos que influyen e incluyen al profesor en un contexto en el que surgen retos. Este estudio analizó desde qué dimensiones la experiencia de estas prácticas contribuye a desarrollar la eficacia de los docentes en términos de conocimientos, habilidades y actitudes en un marco de investigación formativa y reflexiva. Para esta investigación cualitativa descriptiva, a partir de un estudio de caso de tres profesores en formación y su tutor durante dos años y medio, se utilizaron entrevistas semiabiertas, el documento de tutoría de su tutor de investigación y artefactos creados en el periodo de prácticas. Los resultados muestran que las prácticas pedagógicas ofrecieron oportunidades tomando en cuenta las dimensiones de contexto, calidad de la experiencia, construcción personal y conocimientos adquiridos en su programa para desarrollar conocimientos, habilidades y actitudes con miras a dar significado y sentido a la teoría y práctica dentro de un ambiente de aprendizaje siempre y cuando se enmarque en el apoyo y orientación reflexiva en la tutoría
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