The Incidence of Early Internships in Elementary Teacher’s Initial Formation

Abstract

This study is part of a doctoral thesis that aimed, among other purposes, to value the perception that students in early internships have from achieved learning outcomes in the language and mathematics workshops, according to specific competences from a graduate profile of general elementary education career of UBB. The research has a quantitative approach and consider a non-experimental type design. The guiding question for the study is focus towards the perception that fourth graders of PEGB, have of achieved learning outcomes in language and math practice workshops in relation to the specific competences of graduate profile in the initial teacher training.  The participants are 164 students from seventh semester of the career that do their practice in two types of schools, preferentially public and subsidized. They answer a likert type questionnaire worked out ad hoc and which is based in the extracted indicators of graduate profile competences. Factorial and correlational analysis are carried out. The results analysis, it can be said that the students, in practice period, achieve learning outcomes, linked essentially with disciplinary contents that they have to teach, however, it is observed that they have no autonomy to plan neither to evaluate the learning outcomes that they have to reach. Learning goals for the students, that they will assist during the practice period, are not set by themselves. This last finding should guide to define more specific and pertinent competences that could allow early practices that readjust the graduate profile, considering the connection with the school communities as an opportunity of pedagogic learning.