Dimensiones formativas del Prácticum de Pedagogía en Educación General Básica

Translated title of the contribution: Formative dimensions of the Practicum of Elementary Education

Michelle Mendozaª, Norma Drouillyª, Carmen Gloria Covarrubias

Research output: Contribution to journalArticlepeer-review

2 Citations (Scopus)


This research shows the results of a qualitative study that aims to identify the formative dimensions of the Practicum of Elementary Education and which are the factors that favor or hinder the articulation of these dimensions. To do this, semi-structured interviews were conducted with nine students who had completed their professional practice and were close to graduating from the career. The interventions, analyzed following the guidelines of the Grounded Theory, revealed the existence of three dimensions or training areas of the Practicum: reflection in practice, learning to be a professor and professional identity. These dimensions, however, would be mobilized in the scenario of the centers of practice, not like that in Universities. These preliminary findings invite us to analyze (and improve) the practical experiences that are offered in both contexts, in order to train professionals who have adequate professional and personal skills to teach.

Translated title of the contributionFormative dimensions of the Practicum of Elementary Education
Original languageSpanish
Pages (from-to)139-157
Number of pages19
JournalEstudios Pedagogicos
Issue number2
Publication statusPublished - 2020

ASJC Scopus subject areas

  • Education


Dive into the research topics of 'Formative dimensions of the Practicum of Elementary Education'. Together they form a unique fingerprint.

Cite this