El proceso de práctica y la construcción de conocimiento profesional docenteel caso del Programa de Pedagogía en Educación Media

Abstract

The present research tries to unravel how the students of the Program of Pedagogy for Secondary Education (PEML) build the professional teaching knowledge through the practice processes of initial and professional practicum experiences This research investigates how this construction is developed; taking not only student’s and graduate experiences, but university practicum supervisors’ points of view as well. Starting from the review of similar programs, both national and international, which are aimed at the educational training of graduates, the context that frames this case study is described. Lines of analysis are developed regarding the epistemological beliefs, the activity theory applied to the practicum process and the concept of expansive learning, as well as the contribution of the complexity theory. This research is developed from a qualitative perspective, and its approach is based on the interpretative paradigm; it uses a case study methodology and it is mainly focused on data collection through interviews and reports (logs). For the phase of analysis data and the construction of categories, the design of the grounded theory was followed. The findings reveal a complex process that reassesses previous experiences, the importance of teacher modeling, the theory-practice relationship, the value of close accompaniment, the critical role of teaching planning, the pupil's difficulties in what is called the "crossing boundaries ", and the relationship between school - teacher at school class - the student practicum experience itself – the university practicum supervisor - university. Realistic approach, close monitoring, and reflection appear as keys to improving processes.