Challenges of the collaborative resonance practice model in early teacher training

ABSTRACT

This article analyzes and compares two models of teaching practice for the training of secondary education teachers implemented in Uruguay: the historical model, based on individual work with little pedagogical supervision, and the model for collaborative resonance. The research design is opposing and mixed, articulating qualitative and quantitative methodological strategies. A survey was applied to a sample of 197 cases with non probability (122 practitioner students of the teaching career and 75 teachers of practice centers) and in-depth interviews with 13 qualified informants. After reviewing and comparing various international studies and the analysis of collected evidence, we concluded that the model called "collaborative resonance" is an effective way to guide significant changes in the practical training of secondary education future teachers. The implementation of this approach involves an important challenge for institutional management and it is an important step in the long way to strengthen the quality of teacher training for secondary education.

Keywords:
teacher training; teaching practice; collaborative resonance