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Title: Student teachers’ positioning with regard to their key learning experiences in the first practicum
Other Titles: Experiencias clave de aprendizaje y posicionamiento de los estudiantes de magisterio en su primer prácticum
Author: Giralt Romeu, Mireia  
Liesa, Eva  
Mayoral, Paula  
Becerril, Lorena  
Citation: Giralt-Romeu, M. [Mireya]. Hernández, Liesa, E. [Eva]. Mayoral Serrat, P. [Paula]. Becerril Balín, L. [Lorena]. (2020). Student teachers’ positioning with regard to their key learning experiences in the first practicum. Quaderns de Psicologia, Vol. 22, Nro.2, e1570
Abstract: This exploratory study consists of a description of which kind of key learning experiences stu-dent teachers’ have to face during their first practicum in schools and how they positioned their selves in these situations. Twenty-seven second-year student teachers were interviewed. Five key learning experiences were identified: classroom instruction, socialization, conflicting between pre-existing conceptions and the reality, classroom management, and diversity. Two kinds of positions were adopted by them whenthey faced these experiences: I as a student and I as a teacher. They positioned as students when they focused their attention on observing ed-ucational practices and fully and unreservedly accepting their mentors’ strategies and they po-sitioned as teachers when they acted and made decisions with autonomy and applied the theo-retical knowledge acquired. The difficulties students face in positioning themselves as teachers were found to relate to all the key learning experiences except for those connected to do with classroom instruction.
Keywords: Teacher training
Key learning experiences
Document type: info:eu-repo/semantics/article
Version: info:eu-repo/semantics/publishedVersion
Issue Date: 2-Aug-2020
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