Development of professional teaching skills in students of Professional Teaching Practice of the Primary Education Career of the University of Costa Rica using reflective materials

Abstract

Universities face the challenge of incorporating and promoting professional capabilities in curricular programs that respond to theoretical and practical training that differentiate expert professionals from beginners. When analyzing the Professional Teaching Practice program in the Primary Education career at the University of Costa Rica, it was shown how it lacks reflective materials that promote professional skills in a student.

For this reason, this article focuses on confirming the need to creating reflective materials for professional competencies as a matter of improving the Professional Teaching Practice of the Primary Education Career at the University of Costa Rica, to guarantee theoretical-practical coherence, and enhance the professional character of beginner teachers in training. For this, a case study methodology is carried out, which seeks to interpret the behavior of two groups to which a visual analysis test and a semi-structured group interview.

The group one had a test with reflective materials which developed their professional teaching identity (Moral, 2018); In which it is expected to improve the skills of students who graduate from the Bachelorship in Primary Education, who will become experts that can adapt to the complex educational system.