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Significaci??n del pr??cticum en la adquisici??n de competencias profesionales que permiten la transferencia de conocimiento a ??mbitos propios de la acci??n docente

By Jos?? Tejada Fern??ndez and Carmen Ruiz Bueno


El objetivo de este art??culo es la reflexi??n sobre el papel del pr??cticum en el proceso de adquisici??n de las competencias profesionales de los docentes en formaci??n.\ud Se parte de una conceptualizaci??n de competencia, as?? como su adquisici??n y desarrollo, ligada al conjunto de saberes combinados, coordinados e integrados en el ejercicio profesional, definibles en la acci??n, donde la experiencia se muestra como ineludible y el contexto es clave.\ud Desde este posicionamiento, pues, se resalta la acci??n, la experiencia y el contexto socioprofesional. Todo ello son claves en el pr??cticum de formaci??n de docentes. De ah??, que tras la reflexi??n sobre la adquisici??n y desarrollo de competencias en la pr??ctica profesional y en escenarios socioprofesionales, se profundice en el papel del pr??cticum en tales procesos, ligados particularmente a la adquisici??n de competencias docentes, adem??s de su potencial en la transici??n y construcci??n de la identidad profesional.The purpose of this paper is to reflect on the role of practicum in the process of acquisition of\ud professional competences of trainee teachers.\ud We start from a conceptualization of competence as well as its acquisition and development,\ud linked to a set of combined knowledge and skills, coordinated and integrated in the professional\ud exercise, definable in action, and where experience shows itself as unavoidable and the context as\ud a key issue.\ud From this perspective, action, experience and the socio-professional context are of highlighted\ud importance. All these are key issues in teacher training practicum. Hence, upon reflection over the\ud acquisition and development of competences in the professional practice and in socio-professional\ud scenarios, we deepen in the role of practicum in such processes, particularly associated to the\ud acquisition of teacher competences, besides its potential in the transition and construction of\ud professional identity

Topics: Competencias docentes, Profesionalizaci??n, Pr??cticum, Formaci??n inicial, Teacher competences, Professionalization, Practicum, Initial training
Publisher: Universidad de Granada
Year: 2013
OAI identifier: oai:digibug.ugr.es:10481/30060
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