Análisis de las necesidades formativas del tutor universitario de prácticas externas desde la perspectiva del self-study
DOI:
https://doi.org/10.35362/rie8213652Palabras clave:
Self-Study; prácticas externas profesionales; reflexión crítica; formador de formadores; formación docenteResumen
Este artículo analiza mi experiencia como formadora novel que ha comenzado su andadura como docente e investigadora desde el enfoque del self-study. El centro de esta aportación es el análisis de mi actuación profesional a través de la tutorización de 12 futuros maestros durante sus prácticas de enseñanza o prácticas externas universitarias. La metodología, enmarcada en el self-study, sigue la propuesta de Johns (2010) secuenciando fases de indagación a través de tres fuentes de información, contrastación y ayuda: la observación y participación en sesiones de focus group con estudiantes de grado en educación primaria que realizan por primera vez sus prácticas externas, un diario personal narrativo-reflexivo y, finalmente, varios encuentros con dos amistades críticas. A través del análisis contextual y reflexivo, concluyo resaltando la dimensión emocional que subyace la tutorización del proceso de prácticas externas. Esta valoración suscita, por un lado, mejoras hacia mi propio desempeño profesional como formadora novel y, por otro lado, mejoras hacia la formación inicial del maestro.
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