Análisis de las necesidades formativas del tutor universitario de prácticas externas desde la perspectiva del self-study

  1. Jesús Conde-Jiménez 2
  2. Pilar Colás-Bravo 3
  3. García-Lázaro, Irene
  1. 1 Universidad de Sevilla; Universidad Loyola
  2. 2 Universidad Loyola
    info

    Universidad Loyola

    La Paz, Bolivia

    ROR https://ror.org/01wfnf418

  3. 3 Universidad de Sevilla
    info

    Universidad de Sevilla

    Sevilla, España

    ROR https://ror.org/03yxnpp24

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Revista:
Revista Iberoamericana de Educación

ISSN: 1681-5653,  1022-6508

Año de publicación: 2020

Título del ejemplar: Self-study sobre prácticas de formación inicial docente

Volumen: 82

Número: 1

Páginas: 121-140

Tipo: Artículo

DOI: 10.35362/RIE8213652 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Revista Iberoamericana de Educación

Resumen

Este artículo analiza mi experiencia como formadora novel que ha comenzado su anda-dura como docente e investigadora desde el enfoque del self-study. El centro de esta aportación es el análisis de mi actuación profesional a través de la tutorización de 12 futuros maestros durante sus prácticas de enseñanza o prácticas externas universitarias. La metodología, enmarcada en el self-study, sigue la propuesta de Johns (2010) secuenciando fases de indagación a través de tres fuentes de información, contrastación y ayuda: la observación y participación en sesiones de focus group con estudiantes de grado en educación primaria que realizan por primera vez sus prácticas externas, un diario personal narrativo-reflexivo y, finalmente, varios encuentros con dos amistades críticas. A través del análisis contextual y reflexivo, concluyo resaltando la dimensión emocional que subyace la tutorización del proceso de prácticas externas. Esta valoración suscita, por un lado, mejoras hacia mi propio desempeño profesional como formadora novel y, por otro lado, mejoras hacia la formación inicial del maestro.

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Fuente de los datos: Dialnet