Evaluation of the Practicum for Teaching Degrees from the Students’ Perspective
The Practicum –understood not only as external practices developed by future teachers in schools, but also as the tutorials, seminars and projects done at the University–, is an essential component of initial teacher training. Given the importance of this topic, this paper includes the results obtai...
| Autores: | , |
|---|---|
| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2014 |
| País: | Costa Rica |
| Institución: | Universidad Nacional de Costa Rica |
| Repositorio: | Portal de Revistas UNA |
| Idioma: | español inglés |
| OAI Identifier: | oai:ojs.www.una.ac.cr:article/6094 |
| Acceso en línea: | https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/6094 |
| Access Level: | acceso abierto |
| Palabra clave: | Formación inicial docente prácticum tutoría profesorado colaborador estudiante en prácticas. Initial Teaching Training Practicum Tutor collaborating teacher in-practice students. |
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Evaluation of the Practicum for Teaching Degrees from the Students’ Perspective Valoración del prácticum de los grados del magisterio desde la perspectiva de sus estudiantes |
| title |
Evaluation of the Practicum for Teaching Degrees from the Students’ Perspective |
| spellingShingle |
Evaluation of the Practicum for Teaching Degrees from the Students’ Perspective Mendoza-Lira, Michelle Formación inicial docente prácticum tutoría profesorado colaborador estudiante en prácticas. Initial Teaching Training Practicum Tutor collaborating teacher in-practice students. |
| title_short |
Evaluation of the Practicum for Teaching Degrees from the Students’ Perspective |
| title_full |
Evaluation of the Practicum for Teaching Degrees from the Students’ Perspective |
| title_fullStr |
Evaluation of the Practicum for Teaching Degrees from the Students’ Perspective |
| title_full_unstemmed |
Evaluation of the Practicum for Teaching Degrees from the Students’ Perspective |
| title_sort |
Evaluation of the Practicum for Teaching Degrees from the Students’ Perspective |
| dc.creator.none.fl_str_mv |
Mendoza-Lira, Michelle Covarrubias-Apablaza, Carmen Gloria |
| author |
Mendoza-Lira, Michelle |
| author_facet |
Mendoza-Lira, Michelle Covarrubias-Apablaza, Carmen Gloria |
| author_role |
author |
| author2 |
Covarrubias-Apablaza, Carmen Gloria |
| author2_role |
author |
| dc.subject.none.fl_str_mv |
Formación inicial docente prácticum tutoría profesorado colaborador estudiante en prácticas. Initial Teaching Training Practicum Tutor collaborating teacher in-practice students. |
| topic |
Formación inicial docente prácticum tutoría profesorado colaborador estudiante en prácticas. Initial Teaching Training Practicum Tutor collaborating teacher in-practice students. |
| description |
The Practicum –understood not only as external practices developed by future teachers in schools, but also as the tutorials, seminars and projects done at the University–, is an essential component of initial teacher training. Given the importance of this topic, this paper includes the results obtained in a trans-sectional quantitative descriptive study focused on learning how sampled students from the Primary Teaching and Preschool Teaching Degree Programs from a public university in Madrid evaluate the organization of Practicums I and II, and the support they received from related personnel from the University and the education institution where the practicums took place. A questionnaire was designed to obtain this information from students from these programs and was answered by 426 students. To validate the questionnaire, the Lawshe’s formula was used, which establishes a Content Validity Index (CVI) of 0.62, with ten expert judges for agreement not to be reached by chance. In addition, the information provided by the sample was coded in a database for further processing with SPSS 15.0. Using this software, descriptive analyzes were performed to determine the distribution of the sample in each of the variables defined in this study. Finally, results showed a clear tendency to perceive the training institution (the University) and its most representative agent (tutor) as insufficient to meet the demands for emotional, professional and pedagogical support. On the contrary, centers where practicum is conducted and collaborating teachers are seen not only as the main sources of orientation and guidance during the Practicum, but also as references in the acquisition and development of professional competences. |
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2014 |
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2014-09-01 |
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info:eu-repo/semantics/publishedVersion journal article artículo artigo artículo original http://purl.org/coar/resource_type/c_6501 http://purl.org/coar/resource_type/c_2df8fbb1 info:eu-repo/semantics/article |
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https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/6094 10.15359/ree.18-3.7 |
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https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/6094 |
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10.15359/ree.18-3.7 |
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spa eng |
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spa eng |
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https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/6094/16232 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/6094/6051 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/6094/8164 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/6094/8165 |
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Derechos de autor 2014 Revista Electrónica Educare acceso abierto http://purl.org/coar/access_right/c_abf2 info:eu-repo/semantics/openAccess |
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Derechos de autor 2014 Revista Electrónica Educare acceso abierto http://purl.org/coar/access_right/c_abf2 |
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Universidad Nacional, Costa Rica |
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Universidad Nacional, Costa Rica |
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Revista Electrónica Educare; Vol. 18 No. 3 (2014): Revista Electrónica Educare (setiembre-diciembre); 111-142 Revista Electrónica Educare; Vol. 18 Núm. 3 (2014): Revista Electrónica Educare (setiembre-diciembre); 111-142 Revista Electrónica Educare; v. 18 n. 3 (2014): Revista Electrónica Educare (setiembre-diciembre); 111-142 1409-4258 reponame:Portal de Revistas UNA instname:Universidad Nacional de Costa Rica instacron:UNA |
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Portal de Revistas UNA - Universidad Nacional de Costa Rica |
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andrea.mora.campos@una.cr |
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Evaluation of the Practicum for Teaching Degrees from the Students’ PerspectiveValoración del prácticum de los grados del magisterio desde la perspectiva de sus estudiantesMendoza-Lira, MichelleCovarrubias-Apablaza, Carmen GloriaFormación inicial docenteprácticumtutoríaprofesorado colaboradorestudiante en prácticas.Initial Teaching TrainingPracticumTutorcollaborating teacherin-practice students.The Practicum –understood not only as external practices developed by future teachers in schools, but also as the tutorials, seminars and projects done at the University–, is an essential component of initial teacher training. Given the importance of this topic, this paper includes the results obtained in a trans-sectional quantitative descriptive study focused on learning how sampled students from the Primary Teaching and Preschool Teaching Degree Programs from a public university in Madrid evaluate the organization of Practicums I and II, and the support they received from related personnel from the University and the education institution where the practicums took place. A questionnaire was designed to obtain this information from students from these programs and was answered by 426 students. To validate the questionnaire, the Lawshe’s formula was used, which establishes a Content Validity Index (CVI) of 0.62, with ten expert judges for agreement not to be reached by chance. In addition, the information provided by the sample was coded in a database for further processing with SPSS 15.0. Using this software, descriptive analyzes were performed to determine the distribution of the sample in each of the variables defined in this study. Finally, results showed a clear tendency to perceive the training institution (the University) and its most representative agent (tutor) as insufficient to meet the demands for emotional, professional and pedagogical support. On the contrary, centers where practicum is conducted and collaborating teachers are seen not only as the main sources of orientation and guidance during the Practicum, but also as references in the acquisition and development of professional competences.Recibido 18 de noviembre de 2013 • Corregido 30 de mayo de 2014 • Aceptado 22 de agosto de 2014El prácticum –entendido no solo como las prácticas externas que los futuros maestros y maestras desarrollan en los centros educativos, sino también las tutorías, seminarios y trabajos realizados en la universidad– constituye un componente esencial dentro de la formación inicial docente. Dada la importancia de este tema, este artículo revela los resultados de un estudio transeccional descriptivo de enfoque cuantitativo, cuyo objetivo es conocer la valoración de una muestra de estudiantes de los grados de maestro en educación primaria y maestro en educación infantil de una universidad pública de Madrid, respecto de la organización del Prácticum I y II, y el soporte recibido de los principales agentes de la universidad y el centro de prácticas. Para obtener esta información, se diseñó un cuestionario dirigido al estudiantado de estas titulaciones, el cual fue respondido por un total de 426 sujetos. Para validar dicho cuestionario, se utilizó la fórmula Lawshe, quien establece un índice de validez de contenido (IVC) de 0.62, con diez jueces expertos, para que el acuerdo no se deba al azar. En tanto, la información entregada por la muestra fue codificada en una base de datos para su posterior tratamiento con el paquete estadístico SPSS 15.0. A través de este software, se realizaron análisis descriptivos para conocer la distribución de la muestra en cada una de las variables definidas en este estudio. Finalmente, los hallazgos revelaron una marcada tendencia a percibir que la institución formadora (universidad) y su agente más representativo (tutor o tutora) no responden a las demandas de apoyo emocional, profesional y pedagógico. Por el contrario, los centros de práctica y el profesorado colaborador no solo son vistos como las principales fuentes de orientación y ayuda durante el Prácticum, sino también como referentes para adquirir y desarrollar competencias profesionales.Universidad Nacional, Costa Rica2014-09-01info:eu-repo/semantics/publishedVersionjournal articleartículoartigoartículo originalhttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/articleapplication/pdftext/htmlaudio/mpegaudio/mpeghttps://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/609410.15359/ree.18-3.7Revista Electrónica Educare; Vol. 18 No. 3 (2014): Revista Electrónica Educare (setiembre-diciembre); 111-142Revista Electrónica Educare; Vol. 18 Núm. 3 (2014): Revista Electrónica Educare (setiembre-diciembre); 111-142Revista Electrónica Educare; v. 18 n. 3 (2014): Revista Electrónica Educare (setiembre-diciembre); 111-1421409-4258reponame:Portal de Revistas UNAinstname:Universidad Nacional de Costa Ricainstacron:UNAspaenghttps://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/6094/16232https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/6094/6051https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/6094/8164https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/6094/8165Derechos de autor 2014 Revista Electrónica Educareacceso abiertohttp://purl.org/coar/access_right/c_abf2info:eu-repo/semantics/openAccess2022-08-02T23:20:37Zoai:ojs.www.una.ac.cr:article/6094Portal de revistashttp://revistas.una.ac.cr/Universidadhttp://www.una.ac.crhttps://revistas.una.ac.cr/index.php/index/oaiandrea.mora.campos@una.crCosta RicaNo aplicaNo aplicaNo aplicaopendoar:2022-08-02T23:20:37Portal de Revistas UNA - Universidad Nacional de Costa Ricafalse |
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15,812455 |