Aprendre a ser mestres a Catalunya i Finlàndia: aspectes comuns i diferenciadors
DOI:
https://doi.org/10.32093/ambits.vi60504968Paraules clau:
pràcticum, futurs mestres, mentors, indagacióResum
El pràcticum suposa un element fonamental i insubstituïble en la formació inicial dels mestres, que els permet relacionar teoria i pràctica i evidenciar competències professionals. En l'àmbit internacional, existeix un acord de la importància de les pràctiques en els centres escolars com a període formatiu. En aquest article expliquem el seu enfocament en el context finlandès i català, focalitzant en aquells elements diferenciadors i aquells que són comuns. Es tracten temes crucials, com l'estructura del pràcticum, les escoles formadores, la competència indagadora durant el pràcticum, les experiències i activitats formatives a l'escola, la supervisió i mentoria durant el procés, així com l'avaluació d'aquest període formatiu. Finalment, es pretén obrir un debat i promoure la reflexió sobre aspectes claus que poden ajudar a repensar i introduir millores en la formació dels futurs docents.
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Drets d'autor (c) 2024 AMBITSAAF; Natalia Contreras González, Eva Liesa Hernández, Paula Mayoral Serrat, Auli Toom
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