Perspectives of teachers at the school on their contribution to teacher training from the practicum

Abstract

Objective: The article communicates the results of a research that aimed to investigate the perspectives of schoolteachers regarding their formative contribution in the practice developed by teachers in training, belonging to the careers of Pedagogy in Preschool and Basic Education taught by a public university located in the Region of Ñuble, South Central Zone of Chile. Methodology: The study was carried out from a qualitative perspective, six teachers participated to whom it was applied an in-depth interview, the analysis of which was inductively conducted through the condensation of meanings deriving four categories of meaning: (1) Transmission of experiential knowledge, (2) Orientation for the improvement of pedagogical action, (3) Socialization within the school reality and (4) Inter-institutional mediation. Results: As a result, it stands out the specificity that the teachers at the school meet by contributing pedagogically with that practical knowledge that, from their perspective, they are essential to start in the exercise of the profession. Conclusions: It is concluded on the need to re-signify from the academic context the figure of the teaching staff, legitimizing their status as conformer.