Theory and practice in teacher training: the practical course of the Roma Tre Degree in Primary Education Sciences. A comparative proposal (book review)
DOI:
https://doi.org/10.24310/mar.6.2.2025.21989Keywords:
teaching practice, tutoring, reflexivityAbstract
The present work aims to offer a review of the text " Teorie e prassi nella formazione degli insegnanti: il Tirocinio del Corso di Laurea di Scienze della Formazione Primaria di Roma Tre. Una proposta comparativa ", which represents a significant contribution to initial teacher training. The work describes in detail the structure and organization of the internship within the Bachelor’s Degree in Primary Education Sciences at Roma Tre University, with particular attention to the training of future teachers of kindergarten and primary school.
The text is not limited to a simple organizational description, but also proposes an in-depth and structured reflection on the educational value of the internship and on the fundamental role that the tutor plays in building the professional identity of the teacher in training. Through a comparative approach, different models and methodological approaches are analysed which enrich reflective practice and allow a more complete understanding of the professional learning process in real contexts. This book review presents Teorie e prassi nella formazione degli insegnanti as a significant contribution to the field of initial teacher education. The text offers a detailed description of the Practicum within the Primary Education Degree at Roma Tre University, focusing on the preparation of future early childhood and primary school teachers. Beyond organizational aspects, it provides a deep reflection on the formative value of the Practicum and the key role of the tutor in shaping professional identity. Through a comparative approach, the book explores methodological models that enrich reflective practice and highlight how well-supported practicum experiences foster essential professional competences. It is a valuable resource for those involved in the initial education of teachers.
Downloads
Metrics
References
Baldassarre, M. (2019). Imparare a insegnare. La pratica riflessiva nella professione docente. Carocci.
Bocci, F. (2023). “Prefazione”. En Borruso, F., Rizzo, A. L. & Manfreda, A. (Ed), Il modello di tirocinio nel CdL di Scienze della Formazione Primaria, Università Roma Tre. Percorsi tematici, esperienze, analisi comparative (pp. 11-18). Roma: RomaTre Press.
Caparròs Martìn, E., Sierra Nieto, J. E. & Vaquero Cañestro, M.d C. (2023). “Il Tirocinio nella formazione iniziale degli insegnanti presso la Facoltà di Scienze della dell’Educazione dell’Università di Malaga. Una sfida per ricostruire le conoscenze pratiche”. En Borruso, F., Rizzo, A. L. & Manfreda, A. (Ed), Il modello di tirocinio nel CdL di Scienze della Formazione Primaria, Università Roma Tre. Percorsi tematici, esperienze, analisi comparative (pp. 195-210). Roma: RomaTre Press.
Hernàndez, A., Sepùlveda, M.P., Jimeno, M., Ortiz, A.L., Pèrez, A.I., (2013), El Prácticum en la formación inicial de los profesionales de la Educación: Modelo Marco. Facultad de Ciencias de la Educación. Universidad de Málaga. https://www.uma.es/media/files/Documento_marco__2.pdf
Perrenoud, P. (2002). Dieci Nuove Competenze per Insegnare. Invito al viaggio. Anicia.
Pèrez Gòmez, A.I., (2022). “Del conocimiento al pensamiento práctico. La compleja construcción de la subjetividad profesional del profesorado”. En Pérez Gómez, A. I. & Soto Gómez, E. (Ed) Lesson Study. Aprender a enseñar para enseñar a aprender (pp. 67-87). Morata.
Zantig, A., Verloop , N., Vermunt, J.D., Van Driel, J.H., (1998), Explicating Practical Knowledge: an extension of mentor teachers’ roles. European Journal of Teacher Education. 21(1), 11-28.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Márgenes Revista de Educación de la Universidad de Málaga
This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License.
The editorial team of Márgenes supports an open Access policy of scientific knowledge. apostamos claramente por una política de acceso abierto del conocimiento científico (see Berlin Declaration).
Authors with work published in this journal accept the following conditions:
- This journal provides immediate free access to its content under the principle of making research freely available to the public. All contents published in Márgenes are subject to the Creative Commons Reconocimiento-SinObraDerivada 4.0 Internacional
It is the responsibility of the authors to obtain the necessary permissions of the images that are subject to copyright.
Authors whose contributions are accepted for publication in this journal will retain the non-exclusive right to use their contributions for academic, research and educational purposes, including self-archiving or deposit in open-access repositories of any kind.
The electronic edition of this magazine is edited by the Editorial of the University of Malaga (UmaEditorial), being necessary to cite the origin in any partial or total reproduction.
- Authors can enter into other additional independent contractual agreements for the non-exclusive distribution of the version of the article published in this journal (e.g. including it in an institutional repository or publishing it in a book) on the condition that they clearly indicate that the work was originally published in this journal.
- Authors are allowed and recommended to publish their work on the Internet (for example on institutional and personal websites), before and after the publication, as this could lead to constructive exchanges and a more extensive and quick circulation of published works (see The Effect of Open Access).
