Aprender desde el Sur Globalnarrativas del prácticum en Ghana como experiencia transformadora en la formación inicial del profesorado

  1. Parejo, José Luis 1
  2. Cortón-Heras, María-O 1
  1. 1 Universidad de Valladolid
    info
    Universidad de Valladolid

    Valladolid, España

    ROR https://ror.org/01fvbaw18

    Geographic location of the organization Universidad de Valladolid
Journal:
RIFOP : Revista interuniversitaria de formación del profesorado: continuación de la antigua Revista de Escuelas Normales

ISSN: 0213-8646,  2530-3791

Year of publication: 2025

Issue Title: El prácticum como proceso de formación e investigación en Educación Superior

Volume: 39

Issue: 100

Pages: 15-27

Type: Article

DOI: 10.47553/RIFOP.V39I3.117991 DIALNET GOOGLE SCHOLAR HANDLE: https://hdl.handle.net/10201/185009

More publications in: RIFOP : Revista interuniversitaria de formación del profesorado: continuación de la antigua Revista de Escuelas Normales

Abstract

International placements in Global South contexts, marked by scarce resources, high pupil–teacher ratios and profound social inequalities, provide prospective teachers with a formative experience that transcends the strictly academic and fosters transformative learning. The purpose of this study is to examine how Spanish Education students experienced their practicum in Ghana, exploring their motivations, processes of adaptation, values, academic learning and the transferability of these experiences to their professional development. Employing a qualitative approach, five focus groups were conducted with 27 participants. Discourse analysis revealed two overarching categories. On a personal and social level, students highlighted the impact of the experience on the development of empathy, resilience, cooperation, inclusion and a critical awareness of equity and social justice. On an academic and professional level, they emphasised the need to adapt methodologies, rethink assessment systems, collaborate with local teachers and families, and creatively connect university-based theory with practice in a culturally diverse context. In conclusion, the practicum in Ghana emerges as a decisive experience that fosters the construction of a critical, resilient and socially committed teacher identity.

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