EFFECT AND IMPACT OF CURRICULAR PRACTICES OF THE EARLY CHILDHOOD EDUCATION AND PRIMARY EDUCATION BACHELOR’S DEGREES: OPINION OF STUDENTS, TUTORS AND COORDINATORS

Abstract

This paper analyzes the effect and impact that teachers’ practicum
experiences in Early Childhood Education and Primary Education bachelor’s
degrees generate on the people and institutions involved (schools and
Faculties of Education) in the opinion of students, tutors and institutional
leaders. From a qualitative and descriptive perspective, we carried out
a multiple case study in 16 schools that host trainee students from the
Universitat Autònoma de Barcelona and the Universitat de Lleida, in their
third and fourth course of their bachelor’s degree. The data collection
process combined semi-structured interviews (N = 102) with coordinators,
students and tutors from schools and faculties of both bachelor’s degrees,
analysis of 28 students’ practicum reports and 2 focus groups with
institutional leaders for contrasting our findings. The data analysis consists
of a mixed codification and categorization process. Results show that the
practicum contributes to the development of student capacities and has
a positive effect on the professional development of school and faculty
supervisors. In contrast, the effect that the practicum could generate in
the institutions involved is lower than might be expected. The practicum
generates work dynamics that cause an impact mainly on the class level, but not on the whole school; in faculties, it generates an indirect repercussion through the faculty tutors, as long as they update the contents they teach; and professional relationships established by supervisors do not generate synergies between institutions.