Handbook on teaching. Teacher`s strategies in classroom: a student-teaching collection of cases from four European countries
Formación de profesorado
5803.02 Preparación de profesores
5802.07 Formación profesional
Fecha de publicación
[EN]The handbook was written with the intention of collecting the type of professional knowledge that is of use to preservice teachers in different European countries. This particular knowledge turns out to be of relevance for the training of preservice teachers in the workplace also referred to as a practicum period, or the practicum for short, to learn the basics of the teaching profession in various school contexts. The multiple experiences extracted from the practicum and other real situations give the preservice teachers the opportunity to put into practice the theoretical background learnt in their university preparation. Thus, the teaching practice seems to be a valuable component of the teacher training programs since it provides preservice teachers with the opportunity to deal with real classroom situations in primary or secondary schools. Generally speaking the ultimate purpose of the practice is for preservice teachers to acquire a more sophisticated knowledge of the school by acquiring the know-how of teaching. This handbook intends to examine the action-oriented knowledge and reflective processes that preservice teachers display in practice by providing fifteen examples of teaching practices from four different contexts: Finland, Estonia, the Netherlands and Spain.
This work has been carried out within the ACTTEA project: Supporting preservice teachers’ construction of action-oriented knowledge (Project number: 526318-LLP-1-2012-1-EE-COMENIUS-CMP. Duration: 11/2012 – 10/2015). This project has been supported and funded by the Lifelong Learning Programme of the European Union.