The Revista Practicum is an international open-access scientific publication dedicated to the systematic study, empirical research and innovation on practicums and external placements, where students are confronted with professional contexts outside the academic context and the educational institution. Its objective is to analyse these learning and teaching processes for students in all areas of knowledge (health sciences, sciences, engineering, social sciences, and humanities) and at all levels of higher education and vocational training. As a global journal, it publishes original contributions in three languages (Spanish, English and Portuguese), promoting the transfer of knowledge between the academic world and the international labour market. All manuscripts undergo a rigorous double-blind peer review process, ensuring the highest standards of scientific quality and editorial ethics.
Acceptance of the work implies that the author grants Revista Prácticum the exclusive rights to reproduce, distribute and sell his or her work worldwide, both in digital and paper formats, CD-ROM, etc. Likewise, the authors shall grant Revista Prácticum the rights of dissemination, public communication on the Internet and IT networks, data buses, as well as any other portals or electronic devices for online consultation of its contents and extracts, under the conditions of the portal, repositories or databases where the work is stored. Revista Prácticum allows authors to publish and disseminate their articles and works on their personal websites, research teams, institutional repositories and scientific databases. All this in accordance with the Creative Commons 4.0 License
Contributions of pedagogical training and teaching internships: The case of postgraduate studies in civil engineering
The Brazilian National Graduate Program, created in 1974, had five objectives. This research discusses the first of them, which is the training of university professors and the development of research in all areas of knowledge. However, it is up to each Graduate Program to decide how to motivate and develop the teaching competencies of its graduates. Teaching internships and specific subjects oriented to pedagogical training are fundamental strategies to prepare future teachers, providing them with a theoretical basis and practical training. The aim is to analyze the contribution of the Engineering Teacher Education discipline and teaching practices in relation to the pedagogical preparation of graduate students. The research has a qualitative approach through purposive sampling (non-probabilistic). A survey instrument was used to 41 graduate students of the Engineering Teaching Training discipline, taught in the Graduate Program in Civil Engineering at the Federal University of Paraná. The data suggest that the integration of teaching practices and pedagogical training can be an effective strategy to improve the qualification of future Civil Engineering teachers. This reinforces the relevance of subjects focused on didactics and teaching methodology in graduate programs, especially in technical and scientific areas.
Copyright (c) 2025 Giovanna Ferreira Alves, Nathalia Savione Machado, Maria do Carmo Duarte Freitas, Sergio Fernando Tavares (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0
Boundary objects in the practicum as mechanisms for changing educational contexts
In the context of higher education, external internships represent a transitional phase toward professional integration. This study analyzes this period through the conceptual frameworks of boundary objects and the dialogical self, aiming to identify mechanisms of self-understanding and personal meaning-making. Based on student narratives, it distinguishes between monological positions—focused on emotions and career opportunities—and dialogical positions, which emphasize the importance of interpersonal relationships in personal and professional development. It also identifies elements related to tutoring as opportunities for pedagogical improvement. The findings offer a conceptual and analytical framework to recognize common practices and guide their enhancement. Overall, the practicum is conceived as a boundary object that supports processes of reflection, identity construction, and contextual change within the educational transition to professional life.
Copyright (c) 2025 Tomás Peralta Palazón, Maria Jose Rubio-Hurtado, Elena Barberá-Gregori , Cristina Galván Fernández (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0
Satisfaction and Organizational Culture in Clinical Learning Environments for Nursing Students: An Integrative Review
The study aims to identify the characteristics of clinical learning environments for nursing students. The method consists of a literature review based on the Whittemore and Knafl model. Articles published between 2010 and 2020 that analysed clinical nursing learning environments using validated tools and/or studied the satisfaction of those involved in learning were included. Forty-four studies were selected. Aspects of the clinical learning environment were identified, both at the institutional level (macroenvironment) and at the unit level (microenvironment), as well as the agents involved in the learning process. Among the results, we found that there is a fragmented view of the environments, as the studies focus on isolated aspects of the context or its agents. After analysis, it was observed that the relationship between the different organisational levels, from management to clinical staff, is a key element for successful learning, as it facilitates a collaborative culture that enhances teaching and the integration of students into the clinical environment.
Copyright (c) 2025 Maria del Mar Martí-Ejarque, Maria Antonia Martínez-Momblan, Cecilia Cuzco-Cabellos, Sergio Alonso-Fernández (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0
What practicum reports reveal: a semantic and neuroscientific analysis of emotion in teacher training
This study examines the emotional and reflective load of practicum portfolios produced by prospective teachers in early childhood, primary, secondary, and pedagogy programs. A mixed‑methods design—combining quantitative, qualitative, and neuroscientific analyses—was applied to 272 practicum reports, complemented by Latent Dirichlet Allocation (LDA) topic modeling and brain‑activation mapping. Results show a predominance of positive emotions (admiration, happiness, satisfaction, hope), with fear and sadness reported less frequently. Activation maps revealed pronounced activity in prefrontal and cingulate regions. Textual analysis indicated that early‑childhood and primary portfolios were more experiential; secondary portfolios emphasized didactic techniques; and pedagogy portfolios were more theoretical. LDA identified five core themes: classroom interaction, school context, instructional planning, student relationships, and self‑reflection. Emotional and cognitive differences across specializations highlight the need for tailored support programs that enhance emotional regulation and professional reflection during practicum, calibrated to the specific demands of each training stage.
Copyright (c) 2025 José Antonio Sarmiento Campos, Rejane Maria De Almeida Amorim, Pablo Alonso Diez, Manuela Raposo Rivas (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0
Impact of community practicum on psychosocial skills: pre-post assessment in psychology students
The aim of this article was to evaluate the effectiveness of Practicum 3 (community service) in developing professional skills in psychology students. A quantitative approach was used, with a quasi-experimental design involving one group with repeated measures (pre-post) and a descriptive-explanatory scope. The sample consisted of 111 distance learning students from the April–August 2025 period, who completed assessments before and after the intervention. Three competencies were analysed: application of the fundamentals of the scientific method, assessment of psychosocial and mental health issues, and design and implementation of prevention and promotion proposals. The results showed a reduction in basic levels and substantial increases in advanced levels in the three competencies evaluated. The differences were statistically significant (p < .001), with medium effect sizes (Cohen's d between 0.51 and 0.57). In conclusion, the practicum was an effective pedagogical strategy for consolidating professional competencies in real contexts.
Copyright (c) 2025 Cynthia Guisella Enriquez Jadan (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0
From Classroom to the Field: Student Experiences in the Academic Practice in the Work Environment of Geography (UCR)
The Academic Practice in the Workplace Environment (PAAL) constitutes a key component in the training process of the Bachelor’s and Licentiate degrees in Geography offered by the University of Costa Rica (UCR). It serves as the prelude to professional practice, where the knowledge, skills, and values acquired throughout the academic journey are put into action. To understand students’ perceptions, challenges, and areas for improvement, consultation spaces were developed at three stages: before, during, and after the completion of the practice. The results of these spaces are contrasted with the guidelines established by the School of Geography at UCR and those implemented by other universities abroad. The aim is to highlight the student role in curricular planning and the formative value of academic practices, from the perspective of those who experience them.
Copyright (c) 2025 Daniela Retana-Quirós, Nicole Parra Barrientos (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0
A transformative look at university practices: From the collaborating entity towards a Multihélix model of social impact
University practicums are an important lever for innovation from the perspective of multi-helix models, which consider interaction and collaboration between different actors in the innovation process. Innovation is not an isolated process, but rather involves cooperation between multiple ‘helices’ or sectors, including governments and public administrations, universities, businesses, organisations, civil society and the environment. When businesses, government, communities and academia work together, synergies are created that go beyond the classroom. Complex challenges can be addressed from multiple perspectives, generating innovative and sustainable solutions. Students not only gain work experience, but also become agents of change in their communities. A true win-win situation.
Copyright (c) 2025 Jose Ignacio Pastor Perez (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0
The Practicum as a laboratory for critical literacy in Artificial Intelligence: a theoretical-propositional study
The article analyses the role of university practicums in a context marked by the emergence of artificial intelligence (AI), proposing this technology as a laboratory for critical literacy. From a theoretical and propositional approach, it examines the transformations that AI introduces in practical training and in the construction of professional identity. The methodology is based on a systematic review of scientific literature and international regulatory frameworks, as well as an interpretative analysis aimed at developing a conceptual model. The results lead to a model structured around three axes: AI-mediated training dynamics, emerging professional competencies, and deliberative spaces. The discussion highlights the need to integrate AI from an ethical and critical perspective, emphasising the Practicum as a strategic space for developing professional agency, ethical reflection, and critical judgement in higher education.
Copyright (c) 2025 Clara Selva Olid, Eduard Masdeu Yélamos (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0
Uncovering the Gaps: Pre-service EFL Teachers' Understanding of Reflective Practice
The impact of reflection in teachers’ professional development has been widely acknowledged. Yet, not much is known about the perception that EFL pre-service teachers have about reflective practice. The present study attempts to address this gap by investigating how EFL pre-service teachers reflect on their performance. Employing a mixed approach, the study involved 43 teacher candidates who were taking the Practicum at a private university in Costa Rica. The findings show that student teachers seem to lack comprehension about what reflective practice is. They demonstrated little engagement on deep and serious reflection and lack of critical analysis of their own performance, even though they seem to acknowledge the importance of reflection. More training on how to reflect appropriately is needed to create a permanent reflective practice among EFL teachers and encourage a life-long commitment to reflective practice as a means for professional development.
Copyright (c) 2025 Graciela Ferreiro (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0
Relevance of pre-professional practice: the contribution of graduates
This research analyses the experiences and contributions of pre-professional practice among graduates of undergraduate courses at the National University of Education. The methodology is based on a mixed approach, using the survey technique, applied by means of a semi-structured questionnaire, the data were analysed with SPSS statistical software, the sample includes 341 graduates from the seven undergraduate degree courses at the university. The results indicate that most of the graduates perceive a positive impact of the pre-professional internships carried out during their training, in which they acquired skills and learning for their teaching work, the majority state that they have had positive emotions and a favourable influence on their experiences in different socio-educational contexts. This research provides originality by evaluating the pre-professional practices considering the actors who have already lived it and are exercising their profession,
Copyright (c) 2025 Diana Priscila Saldaña, Briggitte Estefanía Pinto Ayala, Irma Jaqueline Fajardo Pacheco (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0
The Practicum in the garden: integrating STEM and SDGs in Primary Education
This article presents a didactic experience carried out during the Practicum to work on the STEM competence and the Sustainable Development Goals (SDGs) in Primary Education. The experience aims to promote the use of the organic orchard as a teaching-learning context of mathematics at this stage. The proposal was carried out with a Practicum student and a group of 23 students in the first year of Primary Education from a school in .... The research methodology used is mixed with a descriptive approach. The results include (i) the achievement of significant learning in the STEM areas addressed, (ii) the development of socio-affective skills, and (iii) the students' awareness of the importance of caring for the habitats of the environment. This type of intervention fosters the training of students and future teachers in values for sustainability and is aligned with the SDG4 and SDG15 goals.
Copyright (c) 2025 Elena Agirre Basurko, Claudia Alonso Riaño (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0
Impact of Investigative Pedagogical Practices on Teacher Training in Colombia
Current policies in teacher training programs demand a restructuring of pedagogical Current Current policies in teacher training programs require a restructuring of pedagogical practices to meet the challenges of higher education. This research analyzes the experiences of trainee teachers, highlighting their contributions, achievements, and difficulties in investigative pedagogical practice, comparing them with the training received at two Colombian universities. Using a concurrent triangulation design (DITRIAC), data were collected from 150 trainee teachers, 30 tutors, 20 monitors, and 15 teachers over two years through surveys, interviews, classroom projects, and field journals. The results revealed discrepancies between the theoretical training and practical experiences, showing progress in applying pedagogical theories but challenges in implementing investigative practices due to resource limitations. The study suggests better integration between the perceptions of trainee teachers and tutor evaluations, as well as strengthening technological infrastructure and institutional support to enhance the effectiveness of educational policies.
Pedagogical practice, Teacher training, Education evaluation, Educational policy, Teacher supervision.
Copyright (c) 2025 Mayerly Zulay Ruiz Torres, Liliana Patricia Restrepo Valencia (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0
Reflective Experiences of Trainee Teachers: SWOT Analysis of School Practices
School practices are a scenario for reflection for trainee teachers. Making this exchange of impressions possible in a dialogical way contributes to educational transformation and to the improvement of training. The aim of this study is to promote the dialogical reflection of future teachers on the basis of their experiences during the school internship. For this purpose, a qualitative research of interpretative phenomenological analysis has been carried out, using the discussion group and the SWOT analysis of the testimonies of 32 students of School Internships (I, II and III) of the University of Zaragoza. The results have shown an analogous discourse around the categories analysed from the weaknesses, threats, strengths and opportunities, highlighting reflections on relationships, learning and emotions experienced. In conclusion, the opportunity to provide reflective environments from school practices is a unique tool for expression, learning and professional growth for teachers.
Copyright (c) 2025 Eva María Jiménez Andújar (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0
Bonding practices: impact on the development of social skills in the training of clinical psychologists
The aim of this study is to evaluate the level of soft skills developed by Clinical Psychology students as a result of their placement. A quantitative approach was used with a non-experimental and descriptive design, where a questionnaire was applied at two points in time (before and after) which measured four soft skills: listening skills, comprehension, identifying with others, respect and solidarity. The results show an increase in all competencies, which underlines the importance of these placements in clinical training, reinforcing essential skills for professional practice. Therefore, it is concluded that the implementation of outreach placements within the framework of the SDGs allows for ethical and professional training by preparing students to face the challenges of their career, within an approach focused on social justice and respect for diversity.
Copyright (c) 2025 María Emilia Jaramillo Bustamante, Lizbeth Katherine Cabrera León, Evelin Astrid Calva Camacho (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0
Implementation of a feedback proposal with artificial intelligence (AI) to improve practical training in educational centres
This study explores the use of generative artificial intelligence (GAI) to enrich final feedback in university external placements, taking the degree in Physical Activity and Sports Sciences as a reference. Based on the contributions of tutors and students organised into four key areas of the practicum, their reflections were transferred to three GAI tools (ChatGPT, Gemini and Perplexity), which generated proposals for improvement. The results show significant agreement on the need to foster autonomy, active involvement and participation of students, especially in the general life of the internship centre. Among the proposals, the creation of student-led projects, their integration into decision-making committees and the design of initiatives with a real impact on the professional environment stood out. It is concluded that IAG can act as a valuable support for pedagogical analysis and design, provided that its use is guided by a critical, humanistic and contextualised approach.
Copyright (c) 2025 Anna Delshorts, Jordi Brasó Rius (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0
Competencias Digitales e Inteligencia Artificial en el Prácticum: un marco conceptual para la formación de agentes educativos
This article proposes a conceptual framework for the integration of digital and artificial intelligence (AI) competencies within the specific context of the educational practicum. Based on a review of existing competency frameworks and current regulatory guidelines, a model is developed that addresses the differentiated needs of the various stakeholders involved: student teachers, academic supervisors, and professional mentors. The proposed framework articulates competency dimensions tailored to the practicum, establishes developmental progressions, and defines specific training pathways for each role. Finally, implementation strategies are provided, including diagnostic tools, curriculum design approaches, and evaluation methods. The conclusions underscore the need for a comprehensive, contextualized, and ethical approach, ensuring that AI enhances—rather than replaces—the pedagogical and reflective capacities inherent to the practicum as a privileged space for experiential learning and teacher professionalization.
Copyright (c) 2025 Enrique Alastor, Inmaculada (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0
Artificial intelligence and Practicum: analysis of its use through multimedia annotations
The importance of the use of technologies during practical university training has been documented in previous studies on the Prácticum. Now, in the current academic context, where emerging technologies, including artificial intelligence, have gained strength, it is worth considering their didactic potential. Investigating the role of AI in the different moments and/or dimensions of the Practicum thus gains strength and becomes a focus of research that demands attention within the field of teacher training. The present study is part of this recent line of work, providing scientific evidence of maximum interest to the academic community on the inclusion of AI in university education in general.
Copyright (c) 2025 María José Latorre Medina, Juan Martín Flores Almendárez, Blanca Fabiola Marquez Gómez, Olivia Marquez Gómez (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0
The Practicum as fertile ground for integrating Artificial Intelligence tools into the Mathematics Teaching program
This paper shares a first experience integrating Artificial Intelligence (AI) tools into the final phase of the Professional Teaching Practice (PTP) program in the Mathematics Teaching program at the National University of Rosario (Argentina). The design comprises three stages implemented at the end of the annual curricular space in which the external internships take place at the higher education (first semester) and secondary (second semester) levels. Using an open-ended questionnaire, the first stage focuses on the initial state of the three future teachers who were enrolled in 2024 regarding the use of AI. In a second phase, they are asked to interact with a chatbot to improve an activity in their teaching unit implemented in secondary school. Finally, through a discussion during the practicum, both the possibilities and limitations of integrating AI into their practices as future mathematics teachers are assessed.
Copyright (c) 2025 Natalia Fátima Sgreccia, Eliana Noelia Dominguez (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0
Rethinking the Practicum in the Age of AI: Uses, Potentialities, and Risks Towards Critical Integration
This theoretical paper explores the emerging impact of artificial intelligence (AI), particularly generative systems, on the Prácticum processes. Drawing on a critical review of the state of the art, it examines current uses of AI in professional practice contexts, as well as its potential and associated risks for training. A conceptual framework is proposed, articulated through four key dimensions: pedagogical approach, professional agency, institutional governance, and educational justice. These dimensions aim to guide AI's critical and context-sensitive integration into university-level education. The discussion highlights the need to foster critical literacy and ethical agency in technologically mediated environments. The article concludes that the Practicum represents a strategic space for rethinking university education in light of the growing influence of AI, and it outlines future research directions focused on its formative, institutional, and professional implications.
Copyright (c) 2025 Laia Lluch Molins, Eduard Masdeu Yélamos , Clara Selva Olid (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0
Application of Artificial Intelligence in Internship Processes within the Administrative Sciences
This paper presents the learning experience of the RedTICPraxis network, aimed at exploring the use of generative artificial intelligence (AI) in the practicum from the perspective of seventh-semester students enrolled in the Public Accounting and Business Administration programs at a public university in Mexico. Students documented their interaction with AI tools during their professional internships through a digital e-journal. The study employed a mixed-methods approach, combining qualitative and quantitative elements. In the first phase, data were gathered through the e-journal; in the second, students created reflective videos about their experiences, which were subsequently analyzed by 12 experts using the Coannotation platform. Findings indicate a meaningful integration of AI into the practicum processes. Students used AI for data analysis, information retrieval, and content creation, transitioning from being mere consumers of AI to becoming prosumers, leveraging technology as an added value to their professional training.
Copyright (c) 2025 María Obdulia González Fernández, Juan Martín Flores-Almendárez, Blanca Fabiola Marquez-Gómez (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0
Possibilities of AI in practicum: a student perspective from the literature
This study presents a literature review on the use of AI in practicums from the student's perspective. A meta-synthesis was applied to 40 articles published between 2019 and 2024, which refer to how university students use artificial intelligence tools to strengthen autonomy, creativity, critical thinking, and problem-solving. Despite the various benefits, there are ethical challenges, risks due to technological dependence, and the need to develop digital skills. Therefore, the integration of AI in practicums provides important support for professional training, if it is used responsibly and critically to promote inclusive and quality learning in higher education.
Copyright (c) 2025 Fiorela Anaí Fernández Otoya, María Obdulia González Fernández, Paula Quadros-Flores, Marina Sánchez García (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0
Professional learning communities. An experience of AI in practice from RedTicPraxis
Artificial intelligence (AI) has had a significant impact on education, especially in practical training and external internships, which are essential moments in students' professional training. Given this scenario, proposals are needed that favour both the employability of students and the pedagogical updating of teachers. An effective strategy is the creation of professional learning communities among teachers from different institutions, which promote the exchange of experiences and the generation of knowledge. In this context, we present RedTicPraxis, a network of teachers from 11 Ibero-American universities dedicated to the study and dissemination of good practices in the use of AI in practical training. The study used a mixed methodology in four phases: documentary research, reflection, experimentation and evaluation, applied to four specific cases. The results show a relevant use of AI and effective collaboration, concluding that this technology strengthens educational innovation from an ethical and responsible perspective.
Copyright (c) 2025 María Obdulia González-Fernández, Violeta Cebrián-Robles (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0
From education to action: Students as agents of forest fire prevention
Forest fires represent one of the socio-environmental challenges. In response, the Universidad Técnica Particular de Loja tackled the problem of forest fires with an educational project, involving 163 students from Practicum III in the Environmental Management degree programme in three stages: gathering information and creating maps, developing educational resources and holding micro-workshops on environmental education. Fifty maps were produced, 80 short stories and comics about the fires, and 50 micro-workshops were carried out, reaching 4000 students from Ecuador between 6 and 12 years of age. Participants evaluated the experience positively with 4.54 out of 5 points, with the communication and problem-solving dimension being the most highly rated. This project illustrates how academia can influence education on forest fire prevention and promote sustainable development in a context where these events represent a threat to biodiversity.
Copyright (c) 2024 José Miguel Romero Saritama, Janneth Simaluiza (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0
Impact of the Practicum on teacher training: An Ecuadorian experience
The purpose of this article was to determine the impact of the practicum on teacher training. The sample was selected as the graduates of the School of Education Sciences of the Pontificia Universidad Católica del Ecuador, Santo Domingo campus. The impact was evaluated in three of the four dimensions proposed by Tejeda (2011) based on Kirkpatrick's model (1959): satisfaction, development and transfer. The instrument used was a survey for the first dimension and a classroom observation form for the remaining dimensions, both developed by the authors and validated by consulting specialists. The results showed that 50% of the graduates are moderately satisfied with the training received; however, their level of development and transfer is high, with 67% and 50% respectively. It was concluded that the practicum had a high impact on the graduates for their teaching performance.
Copyright (c) 2024 Génesis Nicole Herrera Orosco, Yullio Cano de la Cruz, Edgar Efraín Obaco Soto, Fernando Lara Lara (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0
The Practicum as an axis for inclusion: a case study from the students' point of view with photo-elicitation
Inclusive education has become a central element of the current education system. In this sense, initial teacher training through the Practicum plays an important role in the creation of inclusive environments. The main objective of the study is to analyse how the photo-elicitation strategy in the Practicum enables students to develop competences in favour of educational inclusion through awareness of inclusive actions in the classroom. All this from the point of view of the students in school practices (N=12) and using the case study method. The results show how the photo-elicitation allows students to reflect and understand in terms of educational inclusion. It also shows that the teacher-tutor is the backbone of inclusion, especially through the development of emotional intelligence, and finally, it highlights the need for continuous coordination between institutions to achieve the shared objective.
Copyright (c) 2024 Estefanía Monforte-García, Esther Edo-Agustín (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0
Artificial intelligence and its contribution to ePortfolios in the practicum
Although numerous experiences have been published on the possibilities of artificial intelligence (AI) in education in general, to date there have been no specific publications or reviews on its application in a subject as particular as the practicum and external placements at university. This paper presents a consolidated model of tutoring, supervision and assessment of digital portfolios in the practicum and TFG of the Education Degree. After presenting the main milestones of the model, the possibilities of using AI in digital portfolios for pre-professional training in real contexts are analysed. The main functions are described, such as the integration of AI in the model, to conclude with the most relevant functions found in its application, especially in reflective diaries.
Copyright (c) 2024 Manuel Cebrián-de-la-Serna, Ana-Belén Pérez-Torregrosa (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0
The importance of collaborative experiences in initial teacher education in promoting inclusive practices and environments
This article, as a brief essay, aims to expose the importance of collaborative relationships during internships, especially in initial teacher training, by universities or higher institutions as well as with the different professionals involved in educational centers. All this in order to promote not only positive relationships to improve future professional practices but also to enable a real and profitable contact with the various educational contexts as well as teacher training and the necessary reflection that makes it possible to promote an inclusive education and maximum for all students.
Copyright (c) 2024 Núria Carrete-Marín (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0
A qualitative study of students' cooperative and collaborative relationships during the internship period
Teacher collaboration is a key factor in improving school quality, professionalism and even health. However, these aspects are not sufficiently taken into account. One way to improve this situation is to implement cooperative behaviour from the very beginning, from teacher training at university level. This study shows how, with whom and why students collaborate at the university during their internship semester, considering a project at a German university for a Master's programme in education. The method used was qualitative interviews in which the students also pointed out the benefits and disadvantages of the teaching collaboration and whether they were satisfied with the dimensions they experienced. The results show that although there is a willingness to collaborate, there are many aspects to improve in order to make it really effective.
Copyright (c) 2024 Annika Bush, Núria Carrete-Marín (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0
Dual University Training: a scope review
Dual university education, a modality recently implemented in Spain, is still in the process of being defined in terms of its design and development. Nonetheless, many universities have already adopted it, particularly in degree programs with a more practical component. At the same time, there is a notable tradition of dual education within vocational training; however, the university context has its own idiosyncrasies, requiring a distinct framework tailored to its specific characteristics. This study, based on a scope review, following the PCC protocol (population, concept, context) examines legislation, publications, and reports directly focused on the subject to address the established objective: to characterize and conceptualize dual university education by analyzing its core elements. The findings highlight key aspects that differentiate dual education from other forms of work-based learning and ultimately achieve the intended objective.
Copyright (c) 2024 Carmen Sarceda Gorgoso, Erlantz Allur Aranburu, Manuela Raposo Rivas, Miguel Ángel Barberá Gregori (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0
Tutoring in dual degree internships: a research in development.
The DUAL-DIG project investigates tutoring practices in dual university training programs in Spain, which combine academic training and professional experience, promoting collaboration between universities and companies. It also seeks to identify good practices, training needs of tutors and propose improvements that effectively connect academic and work environments, contributing to the professionalization and future research in this emerging educational model.
Copyright (c) 2024 Jesica María Abalo Paulos (Autor/a) https://creativecommons.org/licenses/by-nc-sa/4.0