Roadmap for transforming pre-professional practice at a teacher training institute in Uruguay

Abstract

The design of a roadmap is presented, the purpose of which was to guide students' trajectories during their pre-professional practical training for primary school teachers. This training takes place through students' pedagogical experiences, both at the training institution and at the practice institution. This training space, which combines two educational ecosystems, can be defined as an ecotone: different actors belonging to both institutions intersect, although not always articulated. This disconnect generates dilemmas for students, revealing conceptual and pragmatic distances, detrimental to the quality of learning and the enjoyment of this stage. The map was designed based on a documentary review of 35 documents, five interviews, and two focus groups. It proposes ways to overcome these disconnects by describing student trajectories, understanding the different perceptions of the actors involved in the training, and identifying spaces for intervention. The objectives of this work are to disseminate the designed map and contribute to its validation as a tool to guide student journeys, encouraging recognition of the role of each agent in order to optimize their contributions.