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Vol. 15 No. 41 (2024)
Desarrollo, cognición y educación en la era digital: Retos y oportunidades para la formación de estudiantes y sociedades del siglo XXI más justas y equitativas

Temática central

Inquiry-Based Practicum and Video Enhanced Observation (VEO) in Teacher Training

https://doi.org/10.19053/uptc.22160159.v15.n41.2024.16786

Published 2024-09-24

  • Maribel Cano Ortiz
    • ,
  • Paula Mayoral Serrat
    • ,
  • Natalia Contreras González
    • ,
  • Montserrat Alguacil De Nicolás

Maribel Cano Ortiz
Universidad Ramón Llull

Paula Mayoral Serrat
Universidad Ramon Llull

Natalia Contreras González
Universidad Ramon Llull

Montserrat Alguacil De Nicolás
Universidad Ramon Llull

Abstract

The study analyzes how mentors from practice centers and university tutors evaluate an inquiry-based practicum proposal for Primary Education degree students, using the digital tool Video Enhanced Observation (VEO). The intervention was carried out over an academic year in the practicum course, with activities designed for the six phases based on the inquiry spiral. In the final phase, VEO was applied to facilitate reflection on teaching practice. A total of 61 students, 61 mentors, and 5 tutors participated, and data was collected through questionnaires and focus groups. The results showed that the inquiry-based practicum facilitates more meaningful, useful, motivating, and transformative learning experiences. The use of VEO was also positively valued for promoting more objective, contextualized, and concise interactions between students, mentors, and tutors. Thus, improving feedback on teaching practice. We concluded that the inquiry-based practicum model promotes the professional development of future teachers, equipping them with research and reflection competencies on their own teaching practice.

 

Keywords

pedagogical practice, educational video, observation, teacher training, tutoring

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