The practicum as a transformative axis: alternation, reflection and mentoring in initial teacher education
DOI:
https://doi.org/10.48035/Keywords:
initial teacher education, alternance practicum, learning communities, tutoring and mentoring, teacher professional development, end-of-degree projectAbstract
This article analyses the prácticum model for Early Childhood and Primary Education degrees at Mondragon University, a model characterised by its interdisciplinary modular structure, the alternance-based learning development and reflection on practice. It describes the principles underpinning the programme’s architecture, as well as the progressive integration of personal development processes, school practice and the preparation of the end-of-degree project as situated educational research. The text examines the emerging lessons from the model, especially in relation to profesional autonomy and the construction of teaching identity, and addresses the main difficulties and challenges detected in its implementation: interaction with the educational community, the complexity of support and mentoring, the need to strengthen training mechanisms linked to practice, the management of reflection processes, and the consolidation of stable institutional networks between universities and schools.
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