“WELCOME[S]” EXPERIENCE: TUTORIAL ACTION SESSION AT THE BEGINNING OF THE MASTERS’ DEGREE IN SECONDARY EDUCATION-TEACHER TRAINING

Abstract

The educational transition towards training as a secondary education teacher, especially coming from scientific-technological fields, adds challenges for both lecturers and students. To support this transition since the beginning of the studies aimed at teacher specialisation, university tutorial action emerges as a core strategy. It facilitates the development of the social and citizenship competence, key to strengthening the future teacher's ability to face challenges in the classroom. The objective of the present study is to present and analyse a guidance experience designed as a starting point in the transition to the Masters’ Degree in Secondary Education Teacher Training, in the scientific-technological itinerary. The session combines diagnostic assessment, gamification, and case-based learning. By means of a descriptive study conducted through a survey, the students' perception is analysed, both from a global perspective and considering generational differences and gender. The results indicate a very positive evaluation of the session’s design in terms of the opportunity to work on the social dimension and reflection, regardless of age and gender. These results validate the proposed design to favour a more effective transition to the teaching profession.