Practicum of early childhood teacher students in pandemic times : a narrative perspective
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Fecha
2023-12
Profesor/a Guía
Facultad/escuela
Idioma
en
Título de la revista
ISSN de la revista
Título del volumen
Editor
Center for Educational Policy Studies Journal
Nombre de Curso
Licencia CC
CC BY 4.0 DEED Attribution 4.0 International
Licencia CC
https://creativecommons.org/licenses/by/4.0/
Resumen
The Covid-19 pandemic affected teacher education; universities had to adapt quickly through emergency pedagogy. One problem that emerged was the relationship between schools and teacher students. The situation was more critical in early childhood teacher education than in others. The conditions forced them to adjust to the absence of children in the student teachers’ practicum. This article addresses the relational problem in a practicum in early childhood teacher education. Through a narrative inquiry with two early childhood education teacher students, we give an account of learning experiences in different educational spaces. During the analysis, two concepts emerged: ‘the classroom taste’ and ‘presence’ in teacher education. The research allows us to reflect on the essential focus of the practicum in early childhood teacher education from the perspective of these two concepts. © 2023, University of Ljubljana. All rights reserved.
Notas
Indexación: Scopus
Palabras clave
Body, Chile, Post-Pandemic, Teacher Education, Virtual Education
Citación
Center for Educational Policy Studies Journal. Volume 13, Issue 4, Pages 15 - 35. 23 December 2023
DOI
10.26529/cepsj.1642