Aprender a ser maestros en Cataluña y Finlandia: aspectos comunes y diferenciadores
DOI:
https://doi.org/10.32093/ambits.vi60504968Palabras clave:
prácticum, futuros maestros, mentores, indagaciónResumen
El prácticum supone un elemento fundamental e insustituible en la formación inicial de los maestros, permitiéndoles relacionar teoría y práctica y evidenciar competencias profesionales. A nivel internacional, existe un acuerdo de la importancia de las prácticas en los centros escolares como período formativo. En este artículo explicamos su enfoque en el contexto finlandés y catalán, focalizando en aquellos elementos diferenciadores y aquellos que son comunes. Se tratan temas cruciales, como la estructura del prácticum, las escuelas formadoras, la competencia indagadora durante el prácticum, las experiencias y actividades formativas en la escuela, la supervisión y mentoría durante el proceso, así como la evaluación de este periodo formativo. Finalmente, se pretende abrir un debate y promover la reflexión sobre aspectos claves que pueden ayudar a repensar e introducir mejoras en la formación de los futuros docentes.
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Derechos de autor 2024 AMBITSAAF; Natalia Contreras González, Eva Liesa Hernández, Paula Mayoral Serrat, Auli Toom
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