El potencial formativo del prácticum: cambio en las creencias que sobre la enseñanza práctica poseen los futuros maestros

Authors

María José Latorre MedinaSalto de línea Universidad de Granada

Abstract

The Formative Potential of the Practicum: Changes in the Beliefs Held by Future Teachers as Regards Practical EducationSalto de línea Salto de línea The aim of this study is to identify and announce the beliefs on university practical education (prácticum) held by the future teachers studying in the University of Granada, both before and after having been immersed in the activities related to this prácticum. Likewise, we also try to check if any kind of change, alteration or new conception did occur in the previous beliefs held by future teachers before dealing with this type of practical education. For this purpose, we used a type of quantitative research methodology, especially based on description and the carrying out of a set of surveys and statistical tests. Concerning the collecting of data, we used a stock of beliefs called Stock of Beliefs on Practical Teaching, which is made up of 98 items showing four alternative answers divided into groups as regards four dimensions: a) conception of the practicum; b) implementation of the prácticum; c) effects of the practical period on future teachers' socialization processes and d) relationship theory-practice during this period. Results coming from the statistical processing of the data collected through this instrument let us infer that, generally speaking, surveyed future teachers, both before and after having carried out the prácticum, show a positive attitude towards most of the statements which make up that stock. The evidences resulting from the comparison carried out came to prove, on the other hand, that after having been immersed in this renowned experience in shools, future teachers' beliefs on practical education are either changed, modified or altered.

Keywords

Prácticum, future teachers, beliefs on practical education, changes in the beliefs.