Publication: El prácticum como espacio de formación ética : hacia una identidad docente crítica en contextos reales
Authors
Lluch Molins, Laia ; Masdeu Yélamos , Eduard ; Selva Olid, Clara
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Publisher
Universidad de Zaragoza, Asociación Universitaria de Formación del Profesorado (AUFOP)
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DOI
https://doi.org/10.47553/rifop.v39i3.117999
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Description
Abstract
Este artículo analiza los dilemas éticos vividos por el estudiantado del Grado en Educación Primaria de la Universitat Oberta de Catalunya (UOC) durante el Prácticum, así como las formas de afrontamiento y acompañamiento recibidas, con el objetivo de comprender su impacto en la construcción de una identidad docente crítica, reflexiva y comprometida. La investigación adopta una metodología mixta con un diseño secuencial. En esta contribución se presentan resultados de dos fases: por un lado, el análisis de contenido a partir de un grupo focal con 8 estudiantes en prácticas; por otro, los datos obtenidos mediante un cuestionario estructurado respondido por 92 docentes mentores de centros escolares. Los hallazgos revelan que el Prácticum es un espacio donde emergen dilemas éticos relevantes —relacionados con el trato al alumnado, la exclusión escolar, las normas institucionales o la coherencia entre discurso universitario y realidad escolar— pero que estos no siempre son reconocidos ni abordados pedagógicamente. Mientras que el estudiantado los vive como experiencias intensas y transformadoras, el profesorado mentor muestra una baja identificación de estos conflictos y una notable falta de formación para acompañarlos. Se concluye que es necesario integrar de manera explícita la dimensión ética en el diseño y evaluación del Prácticum, ofreciendo a los agentes implicados herramientas, tiempos y marcos que faciliten un acompañamiento sistemático. Ello permitiría fortalecer la dimensión ética de la profesión docente y formar profesionales capaces de actuar con juicio, compromiso y sensibilidad ante la complejidad educativa.
This paper explores the ethical dilemmas experienced by student teachers in the Primary Education degree at the Universitat Oberta de Catalunya (UOC) during their Practicum, along with the strategies they used to navigate these challenges and the types of support they received. The aim is to understand how these dilemmas shape the development of a critically reflective and ethically committed professional identity. The study follows a mixed-methods approach with a sequential design. This contribution presents results from two phases: first, a content analysis of one focus group with 8 student teachers; and second, findings from a structured questionnaire completed by 92 school-based mentors. The findings reveal that the Practicum is a critical site for the emergence of ethical tensions—linked to classroom relationships, exclusionary school practices, institutional rules, and the gap between university discourse and school reality. Yet, such dilemmas are not always identified or addressed pedagogically. While student teachers experience them as intense and transformative, mentors tend to overlook them and often lack the training to provide ethical guidance. The study concludes that ethical dimensions must be made explicit within the design and evaluation of the Practicum. Providing mentors and schools with clear frameworks, time, and resources would enable more intentional and consistent support, thus strengthening the ethical foundation of teacher education.
This paper explores the ethical dilemmas experienced by student teachers in the Primary Education degree at the Universitat Oberta de Catalunya (UOC) during their Practicum, along with the strategies they used to navigate these challenges and the types of support they received. The aim is to understand how these dilemmas shape the development of a critically reflective and ethically committed professional identity. The study follows a mixed-methods approach with a sequential design. This contribution presents results from two phases: first, a content analysis of one focus group with 8 student teachers; and second, findings from a structured questionnaire completed by 92 school-based mentors. The findings reveal that the Practicum is a critical site for the emergence of ethical tensions—linked to classroom relationships, exclusionary school practices, institutional rules, and the gap between university discourse and school reality. Yet, such dilemmas are not always identified or addressed pedagogically. While student teachers experience them as intense and transformative, mentors tend to overlook them and often lack the training to provide ethical guidance. The study concludes that ethical dimensions must be made explicit within the design and evaluation of the Practicum. Providing mentors and schools with clear frameworks, time, and resources would enable more intentional and consistent support, thus strengthening the ethical foundation of teacher education.
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Citation
Lluch Molins, L., Masdeu Yélamos , E., & Selva Olid, C. (2025). El prácticum como espacio de formación ética: hacia una identidad docente crítica en contextos reales. Revista Interuniversitaria De Formación Del Profesorado. Continuación De La Antigua Revista De Escuelas Normales, 39(3), 1–14. https://doi.org/10.47553/rifop.v39i3.117999
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