PRE-PROFESSIONAL TEACHING PRACTICUM: THE PATH FROM THEORY TO PRACTICE

Abstract

Pre-professional internships, also called pedagogical internships, are a vital part of training future teachers. The research that led to this article aimed to examine university students' perceptions of their pre-professional internships concerning skill development, teacher support, and institutional conditions. The methodology used a quantitative approach, featuring a non-experimental, cross-sectional design with a descriptive analysis level. A questionnaire was given to 2,317 students in the second semester of 2022 and 2,574 students in the first semester of 2023 at the National University of Education (UNAE), covering the entire target population. Results showed that 70.16% of students reported improvements in their skills and competencies; 66.34% expressed high satisfaction with their understanding of professional roles and responsibilities; and 67.13% positively evaluated the activities undertaken during their internships. These findings suggest that most students felt well-prepared and supported during their training, although a few expressed a need for more institutional support. In conclusion, the data confirm that pre-professional internships are a crucial element in enhancing the quality of teacher education.