Ways of participation during the practicum in the classroom community as opportunities to learn the teaching profession
DOI:
https://doi.org/10.24310/RevPracticumrep.v3i1.8272Keywords:
Participation, practicum, interaction, student teaching, observational learningAbstract
This article presents some of the results of an investigation focused on knowing the forms of joint participation of a student teacher and a tutor in a classroom community during the practicum. The research is part of a sociocultural perspective of learning understood as participation. The methodology corresponds to a singular case study consisting of a teacher of Early Childhood Education, eighteen students and a student teacher. Fifteen classroom sessions distributed throughout a semester are analysed. The results allows the identification of nine different forms of joint participation, pre-sent during the practicum, which for the student teacher represent varying degrees of involvement and co-responsibility in said classroom community. The distribution of the different forms of participation throughout the practicum does not follow, as would be expected, a growing trend, from less to more participation of the student teacher, but it shows important oscillations that involve advances and setbacks in the degree of in - volvement in the tasks of the classroom, even in those in which she had already achie-ved high levels of involvement. These oscillations are explained according to specific aspects of the sociocultural practice of the classroom in which they occur.Downloads
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