Elementos facilitadores para la re-significación de la práctica educativa en estudiantes universitarias de educación infantil
- NEREA AGIRRE GARCÍA
- ELENA LÓPEZ-DE-ARANA PRADO
- AGURTZANE MARTÍNEZ GORROTXATEGI
ISSN: 1405-6666
Year of publication: 2022
Volume: 27
Issue: 92
Pages: 103-128
Type: Article
More publications in: Revista mexicana de investigación educativa
Abstract
The objective of this case study is to define the elements that can facilitate attaching new meaning to student teaching among undergraduate students majoring in early childhood education. The article analyzes the content of seminars of joint reflection, interviews with the student teacher supervisor, and a questionnaire completed by thirteen student teachers. The results suggest that attaching new significance occurs in the interactive phase known as interpretation and that the forms of assistance from the student teacher supervisor that have been key in attaching new significance to student teaching are: help through dialog, help directed to identifying factors, help in constructing an interpretative framework, and help in establishing associations with previous experiences, with the analyzed situation, and with academic knowledge.