The practicum in teacher education under scrutiny: reflections of a student group enrolled at the Universidad de Cantabria

Abstract

This paper aims to understand and value the practicum experience of teachers from the perspective of the students enrolled at the University of Cantabria (Spain) and to propose some elements for improvement. A qualitative methodology has been used and information from in-depth interviews with a sample of six participants has been analyzed. The results show that the students value practicum far above more theoretical training, in some reflections where a vision of teaching based on technical support stands out. Likewise, a certain dissatisfaction is shown with the supervision of the university tutor and the portfolio as a tool for reflection. Finally, the authors discuss the role of the school tutor and the need to create spaces for shared reflection.