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Article

The Reflective Practicum in the Process of Becoming a Teacher: The Tutor’s Discursive Support

1
Department of Developmental and Educational Psychology, University of Sevilla, 41018 Sevilla, Spain
2
Department of Experimental Psychology, University of Sevilla, 41018 Sevilla, Spain
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Author to whom correspondence should be addressed.
Educ. Sci. 2019, 9(2), 96; https://doi.org/10.3390/educsci9020096
Received: 3 April 2019 / Revised: 26 April 2019 / Accepted: 29 April 2019 / Published: 2 May 2019
Interest in reflective practices, within the broader framework of teachers’ professional knowledge, has been ongoing in educational research for the past few decades. The idea from which reflection itself stems is that of teachers’ agency in their own professional development. The initial positivist approach viewed the relationships between teachers’ theoretical knowledge and educational practice in terms of hierarchical reductionism. We analyze the relationships between different types of knowledge from a historical-cultural perspective, which requires locating them in the context of the cultural activities. Our aim is to analyze the discursive interactions, which take place during collaborative seminars, within a reflective practicum, and to identify how the university tutors support and foster reflection on practice. We use a multiple case design in which each case is a classroom unit made up of a tutor and his or her students. An analysis of the tutors’ discourse revealed an ongoing promotion of students’ active engagement through highly structured classroom participation, a strong focus on interpreting students’ personal experiences during teaching practice and significant interventions aimed at establishing links with academic knowledge. Results invite us to rethink the ways in which we can contribute to processes of reflection among trainee teachers. View Full-Text
Keywords: teacher training; reflective practicum; tutor’s support; teachers’ agency; discursive interactions; cultural-historical perspective; case study teacher training; reflective practicum; tutor’s support; teachers’ agency; discursive interactions; cultural-historical perspective; case study
MDPI and ACS Style

Cubero-Pérez, R.; Cubero, M.; Bascón, M.J. The Reflective Practicum in the Process of Becoming a Teacher: The Tutor’s Discursive Support. Educ. Sci. 2019, 9, 96. https://doi.org/10.3390/educsci9020096

AMA Style

Cubero-Pérez R, Cubero M, Bascón MJ. The Reflective Practicum in the Process of Becoming a Teacher: The Tutor’s Discursive Support. Education Sciences. 2019; 9(2):96. https://doi.org/10.3390/educsci9020096

Chicago/Turabian Style

Cubero-Pérez, Rosario, Mercedes Cubero, and Miguel J. Bascón 2019. "The Reflective Practicum in the Process of Becoming a Teacher: The Tutor’s Discursive Support" Education Sciences 9, no. 2: 96. https://doi.org/10.3390/educsci9020096

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