Experiencias clave de aprendizaje y posicionamiento de los estudiantes de magisterio en su primer Prácticum

Mireya Giralt Romeu, Eva Liesa Hernández, Paula Mayoral Serrat, Lorena Becerril Balín

Resumen

Este estudio exploratorio describe el tipo de experiencias clave de aprendizaje a las que se en-frentan los estudiantes docentes durante su primera práctica en las escuelas y cómo se posiciona-ron en estas situaciones. Veintisiete estudiantes de segundo año fueron entrevistados. Se identifi-caron cinco experiencias clave de aprendizaje: instrucción en el aula, socialización, conflicto en-tre las concepciones preexistentes y la realidad, gestión del aula e diversidad. Adoptaron dos tipos de posiciones ante las experiencias: yo como estudiante y yo como maestro/a. Se posicionaron como estudiantes cuando enfocaron su atención en observar las prácticas educativas, aceptando sin reservas las estrategias de sus mentores, y se posicionaron como maestros cuando actuaron y tomaron decisiones con autonomía y aplicaron el conocimiento teórico adquirido en los contextos universitarios. Los resultados muestran que las dificultades que enfrentan los estudiantes para po-sicionarse como maestros se relacionan con todas las experiencias clave de aprendizaje, excepto las relacionadas con la instrucción en el aula.

Palabras clave

Formación del profesorado; Identidad; Experiencias clave de aprendizaje; Posiciones del Yo

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