Twenty-eighth International Conference on Learning

Abstract

Pre-service teacher education poses constant challenges to teacher education programs, especially in settings where there is a demand to develop the professionalization and empowerment of teachers in general, and of pre-service teachers in particular. Pre-service teachers will face new scenarios and demands in their professional lives. One of them is the developmental evaluation which will allow them to make progress along their teaching careers. One of the main elements in this evaluation is related to the pre-service teacher´s deep reflection on his/ her own practice. In this context, this project study has as its main objective to understand pre-service teachers´ reflexive process development and its characteristics during their professional practicum and educational programs in the times of pandemic. The project uses qualitative approach, and more specifically, an instrumental case study. Deep individual interviews with volunteer students in two moments along the progress of their professional practicum in the elementary school teaching program at a regional Chilean University are explored.