Abstract

AGIRRE GARCIA, Nerea; LOPEZ-DE-ARANA PRADO, Elena  and  MARTINEZ GORROTXATEGI, Agurtzane. Facilitating Elements for Attaching New Significance to Student Teaching among Undergraduate Students Majoring in Early Childhood Education. RMIE [online]. 2022, vol.27, n.92, pp.103-128.  Epub Mar 14, 2022. ISSN 1405-6666.

The objective of this case study is to define the elements that can facilitate attaching new meaning to student teaching among undergraduate students majoring in early childhood education. The article analyzes the content of seminars of joint reflection, interviews with the student teacher supervisor, and a questionnaire completed by thirteen student teachers. The results suggest that attaching new significance occurs in the interactive phase known as interpretation and that the forms of assistance from the student teacher supervisor that have been key in attaching new significance to student teaching are: help through dialog, help directed to identifying factors, help in constructing an interpretative framework, and help in establishing associations with previous experiences, with the analyzed situation, and with academic knowledge.

Keywords : teacher training; practice teaching; interactivity; construction of knowledge; student teacher supervisors.