Meaning of the Initial Teacher Training Path: A Perspective by Gender

Fabiola Talavera-Mendoza, Et Al

doi:10.17762/turcomat.v12i5.1755

Abstract

The article aims to report the pedagogical journey of the essence of the reflection of the theory and practice of initial training students, by gender, based on the development of the training plan and educational experiences in pre-professional practices. The objective is to analyze the effectiveness, impact and transfer of the university training process in pedagogical practice. The methodology used was qualitative, based on the beliefs of the students to arrive at subjective theories. An interview and the focus group technique were used. The analysis took place around career choice, teacher orientation, satisfaction, teacher performance, change of conceptions, finding ten common categories. We end by extrapolating the need for accompaniment, the relationship between theory and practice; the preference and greater opportunities for the female gender; These findings make it possible to contribute to the resignification of pedagogical conceptions, approaches and practice models.

Highlights

The concept of pedagogical practices is becoming more and more relevant as a result of the accreditation process
This study examined the effectiveness, impact and transference of pedagogical practices in their trajectory and the trends in the curricular and formative development of the services offered in the Faculty of Educational Sciences
The findings revealed that teacher training constitutes a fundamental element in the improvement of the quality of our educational system, but there is a strong dissociation between theoretical and practical training; as well as the deficient training to work with students with special needs, in this trajectory, there is a set of feelings such as anger, rage, emotion, satisfaction and joy, which can lead to high levels of frustration, but students showed a counter-response of being able to claim as a personal challenge the optimisation of their skills, based on their interest, effort and commitment coinciding with the study of Beraza (2017)

Summary

Introduction

The concept of pedagogical practices is becoming more and more relevant as a result of the accreditation process. Alvarez (2012) emphasised the correspondence between saying, thinking and doing, but this triangulation is limited by the tensions that can lead to feelings of powerlessness and anger (Pillen et al, 2013; Deng et al, 2018) In this sense, in the configuration of the curricular itineraries, we found that there are two curricular plans in the Faculty of Education 2009 and 2017 (Universidad Nacional de San Agustín [UNSA], 2016), in the case of the first one is considered the discontinuous practices (fourth year) 8 hours practices with (6 credits) and in the continuous practices 50 hours with (30 credits) in the fifth year, which we will analyse, in-depth, trying to understand the needs, challenges and requirements of the students of initial formation close to graduation, centred in a curricular model by objectives. It is necessary to emphasise the binomial university and school where the practices of initial formation become an authentic and valuable space (Jones et al, 2016), is that the following study problem arises How do training trajectories allow categorising the effectiveness, impact and transference of training or curricular development in pedagogical practice? What new meanings of initial formation that potentials or make difficult the concretion of theory and practice in training services? How do students of initial formation perceive the gender approach?

Methods

Discussion

Conclusion