Preservice Teachers' Perceptions About an Inquiry-Based Practicum in Initial Teacher Education in Spanish Context

• In Event: Fairmont Roundtable Session One
  In Roundtable Session: Building Teacher Capacity (Table 17)

Abstract

This study reports on students’ perceptions of meaningful activities that promote teachers as inquiring practitioners, during their first practicum in a University Primary Education Programme. This practicum was designed based on educational design research principles, structured into thirteen meaningful activities distributed into three phases. A mixed-method study was carried out with 27 student teachers. Self-report was required to rate the learning assignments and explain the barriers and the facilitators. Results show that the students positively assessed the overall didactic proposal, particularly those activities carried out at the school or in collaboration with peers although they felt that they were not sufficiently prepared to conduct an inquiry well. Finally, ideas for improving the proposal of activities in future experiences are provided.

Authors

• Paula Mayoral, Fundació Blanquerna
  Presenting Author

• Eva Liesa, Fundació Blanquerna
  Presenting Author

• Antoni Badia, Universitat Oberta de Catalunya
  Non-Presenting Author

• Lorena Becerril, Universitat Oberta de Catalunya
  Non-Presenting Author