Keywords
teacher preparation programs
sequence
reflection
scaffolding
connecting theory and practice
focus group analysis
virtual focus groups
students and teachers‘ opinion
knowledge from practice
How to Cite
Abstract
The learning experiences that students have in schools (field-based experiences) must promote reflection and opportunity to create knowledge. These have been conducted in all levels of our students‘ preparation: beginning level, professional courses and method courses. They have being justified conceptually and institutionally to bring continuity to the practical experience according to what students learn from theoretical concepts. Nevertheless, there is a gap or mismatch between the aspiration of field experiences and the actual practice. Graduate, sub graduate and practicum students have indicated that they need more pedagogical tools to work with children and adolescents in different stages, on teaching styles, and to see more diverse school contexts. We try to analyze if our field based experiences allows our students to integrate teaching competencies to articulate the theory and practice as well as to explore the scaffolding and follow up from the university professor and the institutional support to stretch bridges between the students and their experience.
How to cite:
Zambrana-Ortiz, N., Álvarez, H. J., & Maldonado, A. (2008). Experiencias de campo en la Facultad de Educación: Sus alcances y desafíos según docentes y estudiantes. Cuaderno de Investigación en la Educación, 23, 113-152. Retrieved from https://revistas.upr.edu/index.php/educacion/article/view/13310
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