Research on Training: Pre-service Teachers’ Experiences in the Practicum

By Nerea Badiola Uribe.

Published by The International Journal of Learning in Higher Education

Format Price
Article: Print $US10.00
Published online: May 18, 2015 $US5.00

This research is part of an on-going research programme carried out by the HIPREST group, a group aimed to improve teacher training that works at two universities in the Basque Country. In this piece of research, the working experiences of two pre-service teachers are analysed based on the analysis of activity, the French cognitive ergonomics and Dewey’s idea of the attachment relationship between the organism and the environment. Data were obtained through the analysis of self-confrontation instances provided by two trainees. Thereby, this proposal focuses on the analysis of the activity from the agent’s point of view: the pre-service teacher, through self-confrontation and with the help of the researcher, observes his/her performance from the “outside” and brings to the clear some elements to be taken into account in future teaching programmes. The building of professional experience, either for pre-service teachers or experienced teachers, needs to include the perspective of the subject living through or performing the experience; otherwise, we will miss a core element in the process of improving professional training.

Keywords: Pre-service Teachers, Teacher Training, Self-confrontation

The International Journal of Learning in Higher Education, Volume 22, Issue 3, September 2015, pp.23-32. Article: Print (Spiral Bound). Published online: May 18, 2015 (Article: Electronic (PDF File; 688.409KB)).

Nerea Badiola Uribe

Teaching position, Language and Literature Teaching Department, University of the Basque Country, Leioa, Bizkaia, Spain