La Práctica Pedagógica, un Contexto de Resignificación en el Escenario del Aula de los Estudiantes de Licenciatura en Educación Infantil

Abstract

Nowadays, reflective practice in initial teacher training, as a strategy for reflection on teaching work and the panorama of undergraduate degrees in the context of Education in Colombia, plays a fundamental role in the students' pedagogical practice development. that are formed in early childhood pedagogy programs. This tool implies the ability to analyze, question and critically evaluate experiences and actions carried out in the educational context. For this reason, clear and precise guidelines are given in the country for the professional training of graduates; for this research, the theoretical-practical training received by the students of the Early Childhood Education Degree from three private universities in the university field in Colombia will be analyzed. The methodology uses the discursive analysis of teachers in training, tutors, and practice teachers, and accompanying teachers in practice centers. In this analysis, it is essential to transform the view, in many cases reductionist, of pedagogical experiences, and that future teachers manage to resolve their fears due to lack of practice and the need to acquire professional skills. From this reflection, various tensions have been generated in which gaps in the training of students are identified, which are mentioned in the development of the introduction and the first chapter, giving rise to the research question How to make the pedagogical practice meaningful, in the educational scenarios of the students of the Degree in Early Childhood Education to strengthen their initial teacher training? Regarding the objectives and subsequent conclusions, the importance of the development of reflective practice is emphasized as an essential element for the professional and personal growth of the students of the Degree in Early Childhood Pedagogy, insofar as it will allow them to improve their teaching, adapt to diversity, connect theory and practice, and develop problem-solving skills and self-awareness, thus contributing to the quality and effectiveness of early childhood education in Colombia.