Conditions for generative reflection in practicum tutorials: the representations of tutors and preservice teachers

ABSTRACT

This paper uses a qualitative approach and analysis inspired by Grounded Theory to address the conditions for generative reflection based on the social representations of tutors and students in initial teacher training. The findings reveal high regard for reflection among both sets of actors. There is also evidence of the predominantly guiding role of the tutor and appreciation of their position as an expert on the part of preservice teachers. The conditions noted previously in the literature are validated and others emerge in accordance with the Chilean context.

KEYWORDS:

• Preservice teacher education
• teacher education programmes
• teaching conditions
• reflective practice
• practicum tutorials

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1. University lecturers that guide pedagogy students’ practicums.

2. Students of basic pedagogy in their penultimate practicum.

3. School teachers that provide guidance for practicums.

4. The penultimate practicum is usually carried out a year or semester before completing ITT and it has a pedagogical focus, while the professional practice occurs at the end and has a disciplinary focus.

5. Programme A: large, prestigious traditional public university, specialised in ITT; Programme B: prestigious private university specialised in social sciences, smaller and with less experience.

6. Provision of services for a limited time without a long-term employment agreement.

Additional information

Funding

This work was supported by the This work was supported by the Fondo Nacional de Desarrollo Científico y Tecnológico, FONDECYT de Iniciación [11180352].

Notes on contributors

Andrea Ruffinelli

Andrea Ruffinelli is a PhD in Education from the Pontificia Universidad Católica de Chile, Faculty of Education, Santiago, Chile. Assistant Professor, Faculty of Education, Universidad Alberto Hurtado, Santiago, Chile. She develops research on training topics for reflective teachers, particularly in the lines of practice, and initiation of beginning teachers.

Carolina Álvarez Valdés is a professor of History and Geography and Master in Social Sciences at the Universidad de Chile. She is currently a student of the Doctoral Program in Education from the Universidad Alberto Hurtado- Universidad Diego Portales, Chile. She investigates the experience of students benefiting from the free policy in universities of high prestige in Chile.

Macarena Salas Aguayo holds a Bachelor’s Degree in Hispanic Language and Literature with a specialisation in Linguistics, awarded by the Universidad de Chile. She is a Secondary Education Spanish Teacher and holds a Master’s Degree in Education awarded by the Pontificia Universidad Católica de Chile. She is currently a student in the Doctoral Program in Education offered by the Pontificia Universidad Católica de Chile. Her lines of research include mentoring, novice teacher induction systems, professional development programs for teachers, and teacher discourse analysis.