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ERIC Number: EJ1137455
Record Type: Journal
Publication Date: 2017
Pages: 13
Abstractor: As Provided
ISSN: ISSN-1916-4742
Understanding Student-Teachers' Performances within an Inquiry-Based Practicum
Méndez Rivera, Pilar; Pérez Gómez, Francisco
English Language Teaching, v10 n4 p127-139 2017
The role of an inquiry-based practicum in the education of future teachers has been identified as a key component to foster student-teachers' abilities to face problems, try to solve them, work on doubts and produce situated and valuable learning from their own practices (Cochran-Smith & Little, 2001; Beck, 2001). The interaction between mentors and student-teachers involved in this process requires feeding the mutual understanding to collaboratively make decisions to work on difficulties. In this reflective study, the practicum was the perfect scenario to evaluate how student-teachers and mentors engaged in inquiry-based work to face problems on a daily basis in schools in the context of teachers education. This article shows how a group of 12 student-teachers and their mentors experienced difficulties within an inquiry-based practicum in an undergraduate programme while conducting an instructional intervention, designing, implementing and applying a project relevant to their teaching context. Given the qualitative nature of this study, some stages of the process were analysed over a period of a year, bringing as a result relevant insights to enhance their teaching practicum-process in Colombian public schools.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Colombia
Grant or Contract Numbers: N/A