RT Journal Article
T1 Mentoring and monitoring of student teachers in their in-school placements. The case of the University of Santiago de Compostela
A1 Fernández Morante, Carmen
A1 Leránoz Iglesias, Martín
A1 Cebreiro López, Beatriz
A1 Abeal Pereira, Cristina
K1 Initial teacher education
K1 In-school placements
K1 Reflective learning
K1 Student teachers
K1 TPACK
K1 eLearning
AB The in-school placement is a key scenario in linking theory and practice in the processes of initial teacher education (ITE) and constitutes a crucial element in the understanding of professional competencies and the experimentation of educational innovation proposals. For this reason, the pedagogical model that guides teaching practices and the set of learning activities that university and school mentors develop is especially relevant. This paper aims to analyze the current individualized monitoring processes of student teachers, as well as to detect difficulties and needs for improvement. (2) The center of interest corresponds to the internship mentors of the ITE degrees of the Faculty of Education Sciences at the University of Santiago de Compostela. This research was carried out through a descriptive study with a survey method and a study sample of 202 mentors. (3) Results show that there are discrepancies in the activities that university and school mentors implement with students, as well as in the observation and supervision processes. (4) We propose a learning reflective methodology based on the Technological Pedagogical Content Knowledge (TPACK) model to coordinate agents involved in the internship, connecting them through a specialized eLearning environment equipped with specific tools to facilitate the processes of individualized monitoring, reflective learning, and self-regulation
PB MDPI
YR 2023
FD 2023
LK https://hdl.handle.net/10347/38960
UL https://hdl.handle.net/10347/38960
LA eng
NO © 2023 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https:// creativecommons.org/licenses/by/ 4.0/)
NO This research has received external funding from the Erasmus+ EKT—Educational Knowledge Transfer project (reference 612414-EPP-1-2019-1-ES-EPPKA2-KA)
DS Minerva
RD 22 abr 2026