El Prácticum como enseñanza reflexivauna propuesta de innovación didáctica realizada en la Escuela de Magisterio de la UAH

  1. Marcos Lorenzo, José Luis 1
  2. Criado del Pozo, María José 1
  3. García, Olga 1
  4. Martínez, Rosa 1
  1. 1 Universidad de Alcalá
    info

    Universidad de Alcalá

    Alcalá de Henares, España

    ROR https://ror.org/04pmn0e78

Journal:
Pulso: revista de educación

ISSN: 1577-0338,  2445-2866

Year of publication: 2009

Issue: 32

Pages: 201-220

Type: Article

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Abstract

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 finally point out the conclusions we have reached from this innovative experience.

Bibliographic 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 refl exiva y experiencias de aula en la formación de profesorado». Revista de Educación, 282, 161-189.
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