Mentoring and Monitoring of Student Teachers in Their In-School Placements—The Case of the University of Santiago de Compostela

Carmen Fernández-Morante (), Martin Manuel Leránoz-Iglesias, Beatriz Cebreiro-López and Cristina Abeal-Pereira
Additional contact information
Carmen Fernández-Morante: Department of Pedagogy and Didactics, University of Santiago de Compostela, 15705 Santiago de Compostela, Spain
Martin Manuel Leránoz-Iglesias: Department of Applied Didactics, University of Santiago de Compostela, 15705 Santiago de Compostela, Spain
Beatriz Cebreiro-López: Department of Pedagogy and Didactics, University of Santiago de Compostela, 15705 Santiago de Compostela, Spain
Cristina Abeal-Pereira: Department of Pedagogy and Didactics, University of Santiago de Compostela, 15705 Santiago de Compostela, Spain

Social Sciences, 2023, vol. 13, issue 1, 1-18

Abstract: (1) The in-school placement is a key scenario in linking theory and practice in the processes of initial teacher education (ITE) and constitutes a crucial element in the understanding of professional competencies and the experimentation of educational innovation proposals. For this reason, the pedagogical model that guides teaching practices and the set of learning activities that university and school mentors develop is especially relevant. This paper aims to analyze the current individualized monitoring processes of student teachers, as well as to detect difficulties and needs for improvement. (2) The center of interest corresponds to the internship mentors of the ITE degrees of the Faculty of Education Sciences at the University of Santiago de Compostela. This research was carried out through a descriptive study with a survey method and a study sample of 202 mentors. (3) Results show that there are discrepancies in the activities that university and school mentors implement with students, as well as in the observation and supervision processes. (4) We propose a learning reflective methodology based on the Technological Pedagogical Content Knowledge (TPACK) model to coordinate agents involved in the internship, connecting them through a specialized eLearning environment equipped with specific tools to facilitate the processes of individualized monitoring, reflective learning, and self-regulation.

Keywords: initial teacher education; in-school placements; reflective learning; student teachers; TPACK; eLearning (search for similar items in EconPapers)
JEL-codes: A B N P Y80 Z00 (search for similar items in EconPapers)
Date: 2023
References: View complete reference list from CitEc
Citations:

Downloads: (external link)
https://www.mdpi.com/2076-0760/13/1/17/pdf (application/pdf)
https://www.mdpi.com/2076-0760/13/1/17/ (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:gam:jscscx:v:13:y:2023:i:1:p:17-:d:1307348

Access Statistics for this article

Social Sciences is currently edited by Ms. Yvonne Chu

More articles in Social Sciences from MDPI
Bibliographic data for series maintained by MDPI Indexing Manager ().