Standards for teachers in training: critical knots
Autor
Sánchez, Gerardo I.
Jara, Ximena E.
Verdugo, Fernando A.
Resumen
The main objective of this study is to examine the critical knots experienced by primary pedagogy practitioners at a Chilean university in relation to the profession’s teaching standards defined in the year 2021. The methodology employs a qualitative methodological approach and a case study research strategy. Structured interviews and applied logs are used to assess 20 pedagogy students. Gathered data are analyzed based on grounded theory. The results show and confirm the role of professional practice as a key component for professional learning and as a source of productive crisis. It is concluded that there are critical knots linked to: 1) learning and development, 2) discipline management of school coexistence, 3) management strategies for skill development, and 4) difficulties for making reflections, for conducting collaborative work, and for obtaining commitment from families. © (2024), (Centro de Informacion Tecnologica). All Rights Reserved.
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