EL CONTEXTO Y LOS ACTORES DE LA PRÁCTICA: ESTUDIO SOBRE LA REPRESENTACIÓN DEL PROFESOR EN FORMACIÓN

Abstract

This article explores the representations that 32 student teachers have about the context and placement participants. The results identify the context where the placement is being carried out as a real space of training and production crisis source, and the presence of two types of participants: those who are enthusiastic and under development; and those who experience professional frustration. The qualitative approach was used based on the interpretative case study in which semi-structured interviews and a strategy discussion based on thematic analysis were carried out. The research was conducted on the campus of a regional university of Chile. The study opens up prospects for dialogue in the region, capable of enriching Initial Teacher Training.