Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

La LOE establece la exigencia de una formación pedagógica y didáctica para el profesorado técnico de Formación Profesional. Respondiendo a esta necesidad y, a través de un convenio entre la Consellería de Educación y la USC, se inicia un Curso de Especialización que da respuesta a esta exigencia educativa, profesional y social. Este trabajo, de corte cuantitativo, con el cuestionario como instrumento de recogida de información, se plantea como objetivo conocer la contribución que ha tenido la materia de Prácticum en la formación del alumnado del Curso de Especialización. Participan un total de 55 docentes en formación inicial (75,6% del total), hombres en su mayor parte y con experiencia profesional. Sus manifestaciones permiten afirmar que existe una visión muy positiva del Prácticum y una percepción elevada del desarrollo competencial. Como conclusión más destacada, se señala la alta contribución del Prácticum a un mejor conocimiento del tejido empresarial de referencia

The Practicum is a milestone in the educational development of students, as it allows them to position themselves as future professionals in their field of activity. Given the relevance of this formative period, the aim of this research is to approach the narratives about Practicum experiences of students of the Psychology degree of Universitat Oberta de Catalunya (UOC). With this purpose, a questionnaire that collected the experiences in the Practicum at three different time points was designed. The sample is made up of 85 students who have completed the Practicum in one of the areas established by the degree. The results underline that, for the most part, coherence exists between the theoretical contents and the competences involved in the Practicum, that this period allows identification with the role of the psychologist and that facilitates the subsequent vocational-professional choice. Finally, proposals for improvement of the subject are discussed.

The current demands of the world of work and the uniformity we see in the European Community, at the level of higher education, have required curricula to be designed and thought of according to the skills that students need to achieve. This paper seeks to analyze how competencies and objectives are consolidated during the internship held in the sixth semester of the Secretarial studies degree. In addition to exploratory and bibliographic research, the case study method was used based on all internship reports conducted and presented by students (multicase study). The internship reports were produced between 2012 and 2018 with the objective of identifying which competencies were most requested bythe host entities and those that have been most worked by the students duringtheir degree.

In extraordinary and exceptional times - COVID19 - teachers are invited to teach in entirely new learning and teaching environments with totally digital outlines, using resources that challenge their professional teaching practice at all intervention educational stages. A new challenge emerges - to implement a structured educational action based on something new - resulting from the impossibility of mobilizing the devices and mental structures of classroom teaching. Since March 16, 2020, Portuguese educational institutions were forced to replace face-to-face activities for distance activities, interrupting all regular classes, as well as internships. In this text, we will describe how, at the current and unique international educational context, a Portuguese higher education institution proceeded to reconfigure Initiation to Professional Practice activities in a teacher training course.

In this article, we do a comprehensive description of the procedure followed by the Mexican training system is carried out, in the educational practices of future primary teachers, students of the Normal School. This approach is currently in the adaptation and updating phase, which allows us to take advantage of the experience accumulated by the authors, teachers of the Teacher Training Centers of Mexico and Spain, to incorporate a simple contribution with which to enrich the attention procedure and also the evaluation of the students. Incorporating the creation of a digital portfolio, this process can be carried out synchronously, which will enrich didactic interaction and facilitate student learning.

University students of Early Childhood Education and Primary Education, future teachers, should be considered potential professionals towards quality teaching that pursues the development of the teaching and learning process of future generations. To do this, theoretical training is complemented by the subject of practicum as a turning point in which the knowledge learned comes into play, giving students the opportunity to use them in real situations. Esther Martínez and Manuela Raposo, full professors at the University of Vigo and coordinators of this book, have composed with the help of several professionals, a "survival kit" focused on the practice of Early Childhood and Primary Education. This work houses tools and instruments of great utility, essential for professionals and future teachers of these levels of special importance for the growth and development of learning.

The opportunities of ICTs in Practicum have been the object of study and analysis in recent years, both for the management of this training period and for its tutoring and supervision, the search for information and communication among those involved. To a lesser extent it has been asked about his chances for evaluation, participation and educational innovation. This work focuses on the knowledge that 29 future teachers have about ICTs and the use that they make of them during their curricular training period. The information obtained through an ad hoc questionnaire, allows us to conclude that during this training period, the creative and interactive use of technological resources is limited, as well as the practice of innovative and active methodologies in real contexts.

Rarely throughout its history has the University been threatened, if not conditioned in its nature, as clearly and profoundly as it is today. In just a few decades its traditional function as a space for discussion and experimentation, the questioning of established ideas and, ultimately, freedom of thought and public debate, has given way to the imposition of emotion on reason. Through less and less cunning forms of individual, or collective, coercion in the face of dissent. Therefore, the in-depth sociological study of Professor Frank Furedi is both relevant and necessary.

The practicum is a learning opportunity, not only for students, but also for academic tutors and external tutors. This study shows the perceptions of four academic tutors of the Degree in Primary Education of the University of Vigo about the previous training of students, the working methodology used, the contact with school institutions and the support and obstacles found in the tutoring. The results show the disparity in opinions about previous training, a reflective work methodology, differences in contact with schools, the involvement of students as support for tutoring and the lack of certain reflective and critical skills in students as a barrier to tutoring. Likewise, technologies play an essential role in the process. The conclusions drawn are in line with the state of the art of the issue.