Abstract
Teachers in initial training who attend the Practicum find, in this period, a meaning for the teaching profession, awakening a reflective and critical attitude about what and how they do things, and therefore, shaping their teaching identity. However, in recent months, the training situation of future teachers has taken a turn due to the health crisis caused by the COVID-19 pandemic. The study carried out focused on inquiring, through a narrative research, how university students have perceived the period of practices they carried out through virtual teaching, as a consequence of the current health crisis. Among other results, the evidence showed that students developed insecurity feelings, melancholy and uncertainty in light of the new learning processes. On the other hand, by losing on-site classroom attendance and with it the essence of the practices, the training potential of the Practicum and the teaching professional identity of the students have been affected during these months, consequences that could affect their future professional practices.
Highlights
Teachers in initial training who attend the Practicum find, in this period, a meaning for the teaching profession, awakening a reflective and critical attitude about what and how they do things, and shaping their teaching identity
Las y los docentes en formación inicial que acuden al Prácticum encuentran en este periodo un sentido a la profesión docente, despertando en ellos una actitud reflexiva y crítica sobre qué hacen y cómo lo hacen, y por tanto, conformando su identidad docente
En varios estudios se ha demostrado que las creencias y experiencias previas actúan a modo de filtro respecto a los conocimientos que se imparten en la universidad (Atkinson, 2004; Imbernón Muñoz, 2007; Orland-Barak & Maskit, 2011)
Summary
RIMCIS – International and Multidisciplinary Journal of Social Sciences Vol 9 No.. Learning To Be A Teacher Without Being In The Classroom: COVID-19 As A Threat To The Professional Development Of Future Teachers
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