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

The training of preservice teachers (AdD) currently demands guided models focused on strengthening the development of the theory-practice relationship and reflection on the situations or experiences of preservice teaching practicum (PP). This research was carried out at the Universidad Nacional de Educación in Ecuador (UNAE), and in order to achieve its proposal, this study included three multiple case studies. The mentioned studies were made up of the AdDs from the fifth semester of the Elementary Education Major (Educación Básica EB) and their respective Academic Pedagogical Pairs of tutors (PPA), who participated in a process of collaborative reflection. Moreover, two in-depth semi-structured interviews were applied to the actors, which were studied by means of a deductive thematic analysis. The results underline the importance of working on the reflection of the students’ teaching practicum, and therefore, they have allowed us to understand the representations of the academic tutors in regards of the preservice teachers’ practicum (PP).

The present work relates an experience of external practices in the training of physical education teachers in primary education. During two consecutive academic years, the undergraduate students (n = 54) carried out three sessions of physical education practices together with people with intellectual disabilities, using service-learning as a methodology. From the analysis of the reflections of the first course, using an action research design, those aspects to be improved for the next cycle were detected. The first contact was modified, using cooperative games, with the aim of creating a more pleasant climate. We worked in circuit, to ensure the control of the class, and the work of the recycled material was introduced. Most students perceived the experience positively, although a small number had negative feelings. Based on these findings, possible modifications for subsequent interventions are discussed.

The aim of this research is to analyze shared spaces, an innovative practice in Early Childhood Education related to movement integration in academic content, as well as its influence on learning and on the amount of physical activity carried out by the students. The study included 25 students (15 boys and 10 girls) of 5 years of age from an educational center in the province of Malaga. The research adopts an analytical-descriptive perspective, using the case study together with other methods of collecting and analyzing information. The results show the need and importance of implementing active methodologies such as shared spaces that increase the amount of physical activity of students, as well as the benefits it brings to physical, cognitive, social development and to teaching-learning processes, which become more active and significant.

Book review: The Practicum in non-face-to-face teaching contexts. Research from practice

Book review: KEYS TO INCLUSIVE EDUCATION IN TIMES OF COVID In the university setting.  Publisher Narcea

The practicum, a fundamental process in university studies, tries to bring the students closer to the future professional environment. The objective of this article is to collaborate in the improvement of transit through this practical period in the degree of social education, with some proposals that start from the dialogue between the agents that intervene. The methodology is based on a critical reflection on its own functions, based on a review of theoretical contributions and research by different authors. The participation of professional associations in the meeting between the academic and professional spheres has been incorporated. The result has been a compendium of shared reflections on the obstacles that appear in professional practices in social education, as well as the identification of elements that can be incorporated into the process. The conclusion highlights the possible improvement of students learning by perfecting the meeting between theory and practice and critical reflection during the process.

  A research developed within the framework of the Educational Innovation Project PIE 2018-2022, of the Teaching Innovation Group Professional Practices (GID PiP) of the UNED, is presented, around the Professional Practices of the degree in Social Education. This research focuses on determining the relevance of the discussion groups, in this case transferred to the virtual forum of the subject Professional Practices III, in the reflection and co-reflection of the students, and in the consolidation of their professional identity. The study, of a qualitative nature, is based on a descriptive perspective and makes it possible to highlight the importance of reflection for the development of the practical knowledge of the future professional of social education. With this experience, we have collaborated in the construction of a reflective learning community from different contexts in the same subject, reinforcing the teaching-learning process of students in external training practices.

   The purpose of this study is to map, through a descriptive bibliometric study, the literature on research in Social Education practices, especially in Spain and, extensibly, in an international comparison, using metadata from 722 publications indexed in the Scopus database since the first appearance in 1963. The terms used refer to growth trajectories, trends, thematic networks. The main results tell us of an upward trend in international research focused on this topic and the way in which several Spanish universities are taking the initiative in this field of research; at the same time, also on the way in which there is a stagnation in terms of the impact of Spanish publications in other countries, and how 12 research streams differ in which topics such as teacher training, tutoring processes, teamwork and / or reflection processes are taking over most of the publications in this area. The findings are discussed and it is concluded that we must continue to promote and question the meaning that, as social researchers, we give to the practicum and, consequently, the one we offer to students, while we must continue to encourage new research lines.

This article raises the connection between the academic curriculum and external internships through two fundamental issues for the future training of students of the Degree in Social Education at the University of Huelva. On the one hand, it describes the process of preparing students in terms of personal and professional competences through the subject of Management and Administration of Socio-educational Organizations, prior to the completion of the Internship subject, located in the last semester of the syllabus. On the other hand, the analysis of the positions offered during the last three academic years, with the aim of observing whether the university offers positions that allow for the correct development of these professionals. At the same time, we will reflect on the involvement of socio-educational institutions in the training of social education students

On March 11, 2020, the World Health Organization decreed a Covid-19 pandemic, caused by new coronavirus (Sars-Cov-2). In this sense, this research seeks to understand how teachers and students experience the teaching and learning process in a pandemic, with Emergency Remote Teaching (ERE), the difficulties and challenges faced. In this study, we share the experience lived among the students of the Pedagogy course, in the discipline of Social Education among others, in the years of 2020, 2021 and the beginning of 2022, at the State University of the Central West in Brazil.