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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Journal:
Revista Iberoamericana de Educación

ISSN: 1681-5653,  1022-6508

Year of publication: 2020

Issue Title: Self-study sobre prácticas de formación inicial docente

Volume: 82

Issue: 1

Pages: 121-140

Type: Article

DOI: 10.35362/RIE8213652 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Revista Iberoamericana de Educación

Abstract

This article analyzes my personal experience as a novice teacher educator starting my path as a researcher and teacher from the self-study approach. The analysis of my professional perfor-mance as mentor of 12 preservice teachers during their internship is the focus of this contribution. The methodology, into the self-study framework, follows John’s proposal (2010) through different stages of inquiring. There are three information sources as contrasting and helpful resources: the observation and participation in different focus group sessions with student teachers in their first internship program into the primary education university degree, a narrative-reflective diary and, finally, some meetings with two critical friends. I conclude this study with a contextual and reflective analysis about the emotional dimension which underlies the mentoring process. This valuation generates, on the one hand, improvements toward my professional performance as novice teacher, on the other hand, improvements toward the initial teacher training

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