Abstract:

In this paper we seek to share the results of a research project (REDICE18-2265) developed at the University of Barcelona. The goal of the research was to explore students and university instructors’ perceptions around their professional knowledge and its influence in shaping students’ identity as future teachers. While we explored the professional knowledge gained by the students through the Elementary Education Degree, we also planned to determine the university instructors’ beliefs and viewpoints relating to the relationships between theory and practice on the Elementary Education Degree they were part.

The research methodology employed in the study was qualitative and we established four main strategies as a way to gather information:
a) In-depth interviews with 17 Elementary Education instructors at the University of Barcelona. These interviews offered us an insightful view of the diverse types of knowledge, which, from the university teachers’ point of view, the students were building in the courses.
b) Narrative writings from 53 students related to their own conceptions and beliefs around the teaching profession. As they were in their first university year, the narrative work spoke about the social, cultural, political and educational narratives that were held in the experiences shared.
c) 4 discussion groups with 3rd year students who had passed all mandatory courses and two internship placements. The data showed us how the students acknowledged the complexity of building their own professional identity.
d) In-depth interviews with 8 students that were in their last year. Through them we became aware of their educational experiences alongside the degree. It helped us to ponder about how meaningful and functional these skills might be in their future.

According to the results obtained from the study, we consider that the learning process and knowledge achieved in this specific Teacher Education program is wide-ranging. The data shows us that third- and fourth-year students ensure the achievement of transversal competences (teamwork and conflict resolution) and teaching qualities (pedagogical tact and reflective practice) throughout different subjects. Moreover, the knowledge related to the acquisition of content knowledge and general pedagogical knowledge predominate in the whole degree. However, as the practical experiential knowledge is primarily built through the participation of students in their internship placements, the interviewed students did not specify that this knowledge was also part of other university courses. On the other hand, the relationship between theory and practice evoke different beliefs and ways of understanding among teachers and students. Although the university instructors who participated in the study tend to develop theoretical-practical methodologies (an aspect that students seemed to not be sure of) there is a need to work on metacognition from all the diverse subjects and in an explicit manner. Knowing why a certain activity and assignment is carried out, what is envisioned, and how the students might create the didactic transposition to other educative situations, are fundamental strategies to harmonize perceptions and to involve the students into the educational purposes that lie behind the teaching and learning activities proposed by the instructors.

Keywords:

Teacher, education, teaching practice, belief.