The Practicum of Social Sciences at Two Ibero-American Universities

Pizzinato, Liliana Angélica Rodríguez; González, Xosé Manuel Souto

Liliana Angélica Rodríguez Pizzinato

Universidad Distrital Francisco José de Caldas (UDFJC), Bogotá - Colombia

Liliana Angélica Rodríguez Pizzinato is a full-time teacher of the Bachelor of Science plant in social sciences. Geopaideia research group. Director of Itinerant Research. ORCID: http://orcid.org/0000-0003-1414-936X E-mail: larodriguezp@udistrital.edu.co

https://orcid.org/0000-0003-1414-936X

Xosé Manuel Souto González

Universitat de Valencia (UV), Valencia - Spain

Xosé Manuel Souto González is PhD Director in Didactics of Experimental and Social Sciences and Master in Secondary Education Teachers. University of Valencia. ORCID: http://orcid.org/0000-0003-1480-327X E-mail: xose.manuel.souto@uv.es

https://orcid.org/0000-0003-1480-327X

Liliana Angélica Rodríguez Pizzinato is a full-time teacher of the Bachelor of Science plant in social sciences. Geopaideia research group. Director of Itinerant Research. ORCID: http://orcid.org/0000-0003-1414-936X E-mail: larodriguezp@udistrital.edu.co

Xosé Manuel Souto González is PhD Director in Didactics of Experimental and Social Sciences and Master in Secondary Education Teachers. University of Valencia. ORCID: http://orcid.org/0000-0003-1480-327X E-mail: xose.manuel.souto@uv.es

Institution/Level of training	Title	General regulations	Credits/Percentage dedicated to practice	Ages of future students in school
UV Postgraduate	Practicum Secondary Specialization Geography and History	Basic law 2/2006 RD 1393/2007 Order ECI/3858/2007	60 total 16 of practice 37,5%	12 to 18 years old Secondary Education and Baccalaureate
UDFJC Undergraduate	Bachelor's degree in Social sciences	Resolution 2041/2016 Circular 014/2016	160 total minimum 50 of practice 32%	12 to 18 years old Basic primary and secondary

Practicum of secondary at UV
Semester	Process and/or Stage	Dedicated time	Activities
I	Observation	4 weeks. Observation of and support to practicing teachers	Observation of the school and classrooms, as well as collaboration with teachers in the programming, monitoring and evaluation of students
II	Pedagogical intervention	8 weeks. Pedagogical intervention	Intervention as teachers in the classroom Application of teaching units Elaboration Final Piece of Work for the Master's
Bachelor's degree in Socials sciences at UDFJC
Semester	Process and/or Stage	Dedicated time	Activities
III	Observation as a articipant	4 weeks	Characterization of school contexts
IV		4 weeks	Ethnography in the classroom
V		4 weeks	Practice in community education
VI	Intervention	8 weeks	Design of classroom projects in the area of social sciences
VII	Intervention	8 weeks	Design of classroom projects in the area of social sciences
VIII	Innovation	8 weeks	Pedagogical project and systematization of experiences I
IX		12 weeks	Pedagogical project and systematization of experiences II
X		12 weeks	Pedagogical project and systematization of experiences III

Codes	Refers to expressions used by the trainee...	Frequency Practicum	Frequency Bachelor
Family	Ideas about school disciplines and contents
Teaching of content	Related to the knowledge needed to develop content in class, supported by disciplines or other knowledge.	77	52
Classroom activities	Related to in class practice rather than thematics, methodology and evaluation.	87	43
Family	Ideas about the teaching profession
Attitude towards the teaching profession	Related to what they say regarding their position on their teaching profession.	55	41
Teaching performance	Related to the actions they define to develop their teaching practice.	48	26
Being a teacher	Related to pedagogical aspects they would like about teaching.	70	48
Family	Ideas about pedagogical knowledge
Perception of the educational environment	Related to the impressions they have of the school context.	112	47
Educational image	Related to the representation created through pleasant and/or unpleasant contact they have had with teachers at school.	69	36
School memories	Related to situations, ideas, people, episodes they remember from their own school experience.	20	62
Emergent family	Culturally situated pedagogical knowledge ideas
Feelings after teaching practice	Related to the impressions left by the practice undertaken.	69	54
Personal knowlegde	Related to individual and/or social knowledge that occurs outside the school environment.	10	28

Perception	Practicum Fragment	Bachelor Fragment
Relationship between theory and practice	In this vein, it may be that theory and practice are a little different, since what we find on a day to day basis in the classrooms of the IES makes it difficult to translate theory into practice. Moreover, considering that we had no practice as teachers, we experienced further difficulties in carrying out certain theories (Student 9).	The model guides the practice and the comprehensive framework complicates and instils rigor into the teaching-learning processes so common in schools (Student 10).
Relationship between theory and practice	I have been limited by not remembering the syllabus taught in subjects that I have not done since my studies, i.e. History and Geography. The latter seems to be a great feat of memory and more about procedures than cumbersome. Imagining myself with it away from the teachers, I wonder if I will really have that memory capacity of information (Pupil 18).	The importance of the teacher today is to be a mediator between knowledge and students, always thinking and re-thinking each of their practices, to be on the right path where society is in need of social transformations and critical citizens. (Student 12).
Teacher professionalism	It is important to negotiate both the rules and the consequences, so that the student is aware of what will happen if he/she does not follow the rules (Pupil/a 36).	We are not neutral subjects and, as teachers, we have ideological and cultural biases, and therefore our role is not to indoctrinate, or militarize the thoughts and behaviors of those who pass through our classes. We must present points that are even against these embedded ideological perceptions in order to build critical subjects who can think for themselves, and who can assume the freedom to think and act (Pupil 39).
Practice of teaching	The bad news is that this way of working requires constant attention by the teacher. If not, as is the case here and in other courses where the digital platform is handled a lot, students spend the whole lesson wasting time on the internet, and not doing the work requested (Pupil 13).	A good teacher should create opportunities for his students to go further, develop their self-esteem, that is, to give due importance to affective and valuable aspects. Although cognitive processes are fundamental in teaching and training, they are not everything. It is important to teach things for life (Pupil 32).

Perception	Practicum Fragment	Bachelor Fragment
Meaning of the practice	I think that what we learned throughout the Practicum was generally positive and it would be good to implement it in the classroom but it is a very complex task for which we would require experience that we do not currently have (Student 24).	Planning challenges us through the theoretical input and support that, from the perspective of the construction of units and curricula, also calls into question the training we receive as graduates (Student 10).
Meaning of the teaching	I identify diffculties in the lack of awareness of the teaching team, in the execution of our work as students of the Practicum of a new creation and in the newness of it (Student 9).	Sometimes I'm a little afraid of not knowing how to handle situations and waking up one day and seeing that I'm that teacher who goes to read a book, or stands up in front of the board and talks and talks but is not actually doing anything with his life or that of his students, so it is imperative as far as I am concerned to be changing and reinventing myself, to see that there are more possibilities than complaining, that you actually can be happy with what you do (Student 14).
School memories	In classroom practice, my role of guiding some troubled students in so far as possible stands out, because from my personal experience as a troubled and repeat student, I have tried to make them understand through my life experiences the importance of study in their lives (because in many cases they do not seem to care), having given, on more than one occasion, some motivating words that, in my opinion, have had certain effects (Student 18).	Far from the comfort zone of school and classmates I have know all my academic life, university has allowed me to find out and discover things that for me were distant and unknown. New perspectives and angles from which to see life, different social and political currents, as well as different proposals of goals in life (Student 11).
School memories	I have been able to observe didactic phenomena that continue to be maintained despite the passage of time, since from the student perspective and now from the teacher's perspective, I can affirm that they are practices that have very positive results on students (Student 34).	The experience of recent years in school have allowed me to closely understand the possibilities and degree of influence that the teacher has on his students. It even allowed me to discover and be part of the personal and institutional transformations that a teacher can generate inside the school, when proposed. Moreover, in the framework of my teaching training process at university, I have been able to discover other scenarios like study groups and brainstorming that provide another dimension and possibilities to carry out the teaching profession (Student 21).
Accompaniment of practice	As far as the classes are concerned, my tutor at the center recommended that I have a first contact, that is, for two or three weeks or so I just observe, to see what's going on in the classroom. I think it was more about "so that you can see what we face every day" (Student 6).	When I arrived at the internship, I thought that the curriculum at school and with the course teacher would be flexible, but what I came across was great rigidity both in the subject program and in the incumbent teacher. Although not linked in the process, it does question the practice process (Student 3).

[1] Liliana Angélica Rodríguez Pizzinato is a full-time teacher of the Bachelor of Science plant in social sciences. Geopaideia research group. Director of Itinerant Research. ORCID: http://orcid.org/0000-0003-1414-936X E-mail: larodriguezp@udistrital.edu.co

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The Practicum of Social Sciences at Two Ibero-American Universities

Abstract: