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

Any de publicació: 2020

Títol de l'exemplar: Self-study sobre prácticas de formación inicial docente

Volum: 82

Número: 1

Pàgines: 121-140

Tipus: Article

DOI: 10.35362/RIE8213652 DIALNET GOOGLE SCHOLAR lock_openAccés obert editor

Altres publicacions en: Revista Iberoamericana de Educación

Resum

Este artigo analisa a minha experiência como formadora iniciante, que começou a sua caminhada como docente e pesquisadora a partir do autoestudo (self-study). O centro desta contri-buição é a análise da minha prática profissional como orientadora de 12 futuros professores durante as práticas de ensino ou estágios universitários externos. A metodologia, baseada no autoestudo, segue a proposta de Johns (2010), sequenciando etapas de indagação através de três fontes de informação, contrastação e ajuda: a observação e participação em sessões de focus group com alunos de graduação em educação infantil, que realizam pela primeira vez os estágios externos, um diário pessoal narrativo-reflexivo e, finalmente, vários encontros com duas amizades críticas. Através da análise contextual e reflexiva, concluo ressaltando a dimensão emocional implícita da orientação do processo de estágios externos. Esta avaliação suscita, por um lado, melhoras para o meu próprio desempenho profissional como formadora iniciante e, por outro, melhoras para a formação inicial do professor.

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Fuente de los datos: Dialnet