Barriers and opportunities of the Teaching Degree Practicum during the pandemic

Abstract

Introduction: The consequences of the pandemic on initial teacher training are well known. These have been decisive in very diverse areas, among which the practical training that takes place in educational centers stands out. From this framework, this paper aims to identify the barriers and opportunities of the teaching practicum in the context of the pandemic. Method: A qualitative study was carried out based on a questionnaire with open questions. A total of 140 students from the second, third and fourth year of the Degrees in Early Childhood Education and Primary Education from a university in the Community of Madrid participated in the study. Results: Despite a general positive consideration of the practicum experience, in the context of the pandemic, and to identify learning opportunities that these circumstances have enhanced, the participants highlight barriers to their learning, which are a consequence of contingent limitations due to the prevention actions against Covid-19 that were adopted. The participants highlighted as positive the development of skills to adapt to change (flexibility, creativity, problem solving and teamwork). They pointed out as the main disadvantages the use of the mask (because of its impact on communication and language development) and the lack of spaces for interaction in the educational community. Conclusions: The results are discussed with the literature converging on conclusions that allow a better understanding of the reality of schools during the pandemic, through the lens of student teachers in the context of teaching practicum.