La asociación escuela-universidad: percepción de los profesores colaboradores de carreras de primaria en Chile
DOI:
https://doi.org/10.1590/S1678-4634202551282919esPalavras-chave:
Formación inicial de profesores, Educación superior, Relación escuela-universidad, Prácticum, Educación primariaResumo
Durante los últimos diez años los organismos educativos internacionales han señalado la importancia de entablar asociaciones entre las universidades y las escuelas durante la formación práctica del futuro profesorado con énfasis en mejorar de la calidad de aprendizajes durante su formación inicial. Por lo anterior el objetivo del estudio es describir la relación escuela-universidad durante la formación práctica de pedagogía en Educación primaria desde la percepción de los docentes colaboradores de los centros de práctica. Para ello, se utilizó una metodología cualitativa que comprendió el análisis de entrevistas semiestructuradas de once profesores colaboradores de los centros de práctica. Para el análisis del material empírico se siguieron algunos lineamientos de la Teoría Fundamentada. Los principales resultados señalan que la relación escuela-universidad se caracteriza por las responsabilidades que asume la escuela y la universidad durante el prácticum, las condiciones para que exista una asociación exitosa, así como también refleja aspectos aún pendientes en la organización de las experiencias prácticas. Finalmente, se discuten estos hallazgos sobre la creciente evolución de responsabilidades que han asumido las escuelas y los profesores colaboradores, sumado a las insuficientes instancias de diálogo entre los docentes formadores durante las experiencias prácticas, aludiendo brechas de reciprocidad entre las instituciones.
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