Publication: Las prácticas en la formación de los estudiantes de Magisterio del grupo bilingüe a través del programa europeo Erasmus: Nuevos modelos, nuevos contextos, nuevos destinos.
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2016
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Abstract
La planificación y puesta en marcha del 2014-15 Erasmus+ EU Prácticas para los estudiantes del Grado Bilingüe de Educación Primaria fue un reto para los tutores de la Universidad Complutense de Madrid, Facultad de Educación. Dentro de este proyecto es importante la labor desempeñada por el profesor tutor de la UCM que ha tenido que llevar a cabo una estrecha supervisión de los estudiantes a distancia, orientada sobre todo a fomentar la reflexión crítica sobre el propio proceso de aprendizaje. De esta manera pretende contribuir al desarrollo de un programa de prácticas docentes internacionales, que se espera tenga una continuidad en los próximos cursos académicos. Para ello se analizó los beneficios que la realización del periodo de prácticas en el extranjero reporta a los estudiantes, para detectar sus necesidades reales, con los posibles problemas que puedan surgir y sus causas, y además crear a partir de ello un modelo de Prácticum que se ajuste a los nuevos retos a los que deberán enfrentarse nuestros alumnos como futuros docentes dentro de un contexto global y multi-cultural.
Planning and putting the 2014-15 European Erasmus+ School Placement Program into action for Bilingual Teacher Education Students was a challenge that motivated a team of professors in the Universidad Complutense de Madrid School of Education to examine university requirements for students and tutors in order to create an effective learning teaching experience at a distance. This project was carried out through the university tutor’s guidance and continuous feedback, to help students understand their own learning process based on active observation and self-evaluation. Therefore, the aim was to develop a quality international student experience. Furthermore, the benefits of the school placement for the students was analyzed to determine the real needs, problems, and solutions in order to create a framework for international student teaching experiences adapted to the new educational challenges in a global multicultural context.
Planning and putting the 2014-15 European Erasmus+ School Placement Program into action for Bilingual Teacher Education Students was a challenge that motivated a team of professors in the Universidad Complutense de Madrid School of Education to examine university requirements for students and tutors in order to create an effective learning teaching experience at a distance. This project was carried out through the university tutor’s guidance and continuous feedback, to help students understand their own learning process based on active observation and self-evaluation. Therefore, the aim was to develop a quality international student experience. Furthermore, the benefits of the school placement for the students was analyzed to determine the real needs, problems, and solutions in order to create a framework for international student teaching experiences adapted to the new educational challenges in a global multicultural context.