Author: Miguel Ángel Herrera Pavo
Programme: Doctoral Programme on the Information and Knowledge Society
Language: Spanish
Supervisors: Dr Rosario Ordóñez Sierra and Dr Esther Rodríguez Vidales
Faculty / Institute: Internet Interdisciplinary Institute (IN3)
Subjects: Higher Education. Universities.
Key words: Initial teacher training, Teaching dilemmas, Collaborative knowledge construction, Interaction analysis, Teaching journals, Blogs, Reflective practice
Area of knowledge: Teaching Methodology and School Organization
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Summary
How do student teachers build their practical knowledge during internship in primary schools, and how does peer interaction influence this process? A research project on an intervention programme tries to get insight on these two questions by providing student teachers with a blog about daily practice and a wiki about professional dilemmas for collaborative work. By means of a case study and an interpretive-phenomenological approach, this study tries to understand the context of teaching internship, what processes are favoured when interaction among students is promoted, and how students build their practical knowledge. The results allow the making of a description of the changes undergone by students in their transition to the role of a teacher, obtain evidence of the usefulness of blogs as a space for reflection, show the collaborative, social, emotional, and cognitive processes promoted by interaction, and describe the way in which student teachers build their practical knowledge through an analysis of teaching dilemmas.