TY - JOUR
T1 - Student teachers’ positioning with regard to their key learning experiences in the first practicum
AU - Giralt-Romeu, Mireya
AU - Hernández, Eva Liesa
AU - Serrat, Paula Mayoral
AU - Balín, Lorena Becerril
N1 - Funding Information:
The authors are indebted to Mr. Edel R. Cortez from the U.S. Army Cold Regions Research and Engineering Laboratory for providing the test data set, and to Mr. Gregg Larson from Applied Research Associates Inc. for providing the customized weather file in MEPDG input.
Publisher Copyright:
© 2020 Universitat Autonoma de Barcelona. All rights reserved.
PY - 2020
Y1 - 2020
N2 - This exploratory study consists of a description of which kind of key learning experiences student teachers' have to face during their first practicum in schools and how they positioned their selves in these situations. Twenty-seven second-year student teachers were interviewed. Five key learning experiences were identified: classroom instruction, socialization, conflicting between pre-existing conceptions and the reality, classroom management, and diversity. Two kinds of positions were adopted by them when they faced these experiences: I as a student and I as a teacher. They positioned as students when they focused their attention on observing educational practices and fully and unreservedly accepting their mentors' strategies and they positioned as teachers when they acted and made decisions with autonomy and applied the theoretical knowledge acquired. The difficulties students face in positioning themselves as teachers were found to relate to all the key learning experiences except for those connected to do with classroom instruction.
AB - This exploratory study consists of a description of which kind of key learning experiences student teachers' have to face during their first practicum in schools and how they positioned their selves in these situations. Twenty-seven second-year student teachers were interviewed. Five key learning experiences were identified: classroom instruction, socialization, conflicting between pre-existing conceptions and the reality, classroom management, and diversity. Two kinds of positions were adopted by them when they faced these experiences: I as a student and I as a teacher. They positioned as students when they focused their attention on observing educational practices and fully and unreservedly accepting their mentors' strategies and they positioned as teachers when they acted and made decisions with autonomy and applied the theoretical knowledge acquired. The difficulties students face in positioning themselves as teachers were found to relate to all the key learning experiences except for those connected to do with classroom instruction.
KW - Formación del profesorado
KW - Identidad
KW - Experiencias clave de aprendizaje
KW - Posiciones del Yo
KW - Teacher training
KW - Identity;
KW - Key learning experiences
KW - I-position
UR - http://www.scopus.com/inward/record.url?scp=85093682926&partnerID=8YFLogxK
UR - https://www.webofscience.com/wos/woscc/full-record/WOS:000589796600005
U2 - 10.5565/rev/qpsicologia.1570
DO - 10.5565/rev/qpsicologia.1570
M3 - Article
AN - SCOPUS:85093682926
SN - 0211-3481
VL - 22
JO - Quadernos de Psicologia
JF - Quadernos de Psicologia
IS - 2
M1 - e1570
ER -