Procesos interactivos y co-construcción de la colaboración entre tutores de universidad y escuela en un prácticum reflexivo
Bibliographic Data
| ID | 21753883 |
|---|---|
| Authors | Rosa Colomina Álvarez (0000-0002-7110-8364, Departamento de Educación), Anna Ginesta-Fontserè (0000-0003-1595-8062, Departamento de Educación), Teresa Mauri Majós (0000-0002-9129-7086, Departamento de Educación), Javier Onrubia (0000-0002-1153-779X, Departamento de Educación) |
| Year | 2025 |
| Publication date | 2025-11-11 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Estudios sobre Educación (JOURNAL) |
| Journal identifiers | ISSN: 1578-7001 • E-ISSN: 2386-6292 |
| Publisher | Universidad de Navarra (PUBLISHER • ES) |
| DOI | 10.15581/004.51.002 |
| OpenAlex | W4416107472 |
| Language | ES |
| References cited | 26 |
From a sociocultural perspective, the article deals with the study of interactive processes in collaborative spaces between university and school tutors in a reflective practicum. It analyses how two dyads of tutors, with and without previous experience of mutual collaboration, structure their joint activity, and through it, shape their own collaboration and the monitoring of student learning. The results show some differences in the way the two dyads share and co-construct the training proposal, the relationship between tutors, the assessment of learning and feedback. Some implications for the improvement of the collaboration in the practicum are provided
Collaborative learning · Higher education · Practicum · Sociocultural evolution · Educational Innovations and Technology · Educational theories and practices · Higher Education Teaching and Evaluation
Teacher education around the world
Qualitative Content Analysis
Learning ecologies and collaborative reflective practices in higher education
The School–University Nexus and Degrees of Partnership in Initial Teacher Education
Overcoming the theory-practice divide in teacher education with the ‘Partner School Programme’. A conceptual mapping
Examining the difficulties and support during an inquiry-based practicum
Learning from professional challenges identified by school and institute-based teacher educators within the context of school–university partnership
Formación Inicial del Profesorado
Crossing institutional borders
Third space moments
A longitudinal study on a place-based school-university partnership
University tutors and school mentors
Challenges of the supervision process in the teacher education practicum – A qualitative research review
Successful university-school partnerships
Teacher Mentoring in Service of Preservice Teachers' Learning to Teach
From Mediated Fieldwork to Co-Constructed Partnerships
Rethinking the Connections Between Campus Courses and Field Experiences in College- and University-Based Teacher Education
| Citation velocity | historical |
|---|---|
| Highly cited | No |