Pre-Service Teachers’ Practical Knowledge: Learning to Teach during the Practicum Experience

Abstract

In this paper we present some results of the European Project Erasmus K1 ACTTEA (2012-2015) in which four countries participated (Estonia, Finland, The Netherlands and Spain). The objective of the projectwas to assess what kind of knowledge pre-service teachers learn when teaChing in the Practicum setting.An empirical study was conducted in each country following three phases. video recordings were made insessions; analysis of critical incidents; and an individual report of learning was performed. Threeconditions were established: Individual reflection; Dialogue among peers; and Dialogue with a tutor. Aninductive procedure based on propositional and thematic analysis was followed, and the Chi Square Testand V Cramer were used. Results from the Spanish data show that student teachers under the conditionC are better able to learn a kind of sophisticated and generalizable knowledge, while conditions A and Ballow students to better understand what they had done