Perceptions of a group of 4th and 5th year pedagogy students from 3 universities in Santiago's Chile, regarding their training and professional future.
DOI:
https://doi.org/10.31619/caledu.n53.778Keywords:
initial formation, pedagogy, teaching methodologies, formative strengths and weaknesses, working futureAbstract
The main questions that this report refers to are the perceptions of a group of 4th and 5th year pedagogy students from three universities of Santiago, regarding their professional training and the repercussion that this could bring in their working performance, considering the new scenario provided by the latest teacher degree implemented in Chile during 2016. To do this, a self-application questionnaire was used which was analyzed through a matrix of textualities that were eventually interpreted and described. The main findings tell us about topics such as university certification, link of the institution to the academic environment and research are not handled properly by the students. Additionally, their perceptions are critical towards the methodologies used by university teachers in relation to the school world. Nevertheless, they value (in the case of two of the participating universities) that there are early professional practices that allow them to discover how the teacher environment works and to focus on their professional vocation. In summary, the contrast between the school world makes the young students to problematize and discuss their formation, correlating it with the current scenario of the career to become teacher, its sense and process.
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