Percepciones de futuros docentes sobre las prácticas profesionales: un estudio de caso en educación superior
DOI:
https://doi.org/10.5281/zenodo.18250333Palabras clave:
competencias pedagógicas, autonomía estudiantil, preparación previa, prácticas profesionales, formación docenteResumen
El presente estudio tuvo como objetivo analizar las percepciones de los estudiantes de Licenciatura en Educación respecto a su preparación previa, el proceso de incorporación, el desarrollo de habilidades y la autonomía durante sus prácticas profesionales. Se adoptó un enfoque mixto de tipo descriptivo mediante un estudio de caso aplicado a once estudiantes pertenecientes a distintos semestres (del cuarto al séptimo). La recolección de datos se realizó a través de un cuestionario con escala tipo Likert y preguntas abiertas que permitieron explorar tanto las valoraciones cuantitativas como las narrativas cualitativas de la experiencia formativa. Los resultados evidenciaron percepciones predominantemente positivas sobre el fortalecimiento de competencias pedagógicas y la construcción de autonomía profesional. No obstante, se observaron diferencias significativas en la preparación inicial y en los mecanismos de apoyo disponibles, los cuales abarcan recursos tecnológicos, materiales didácticos y estrategias de acompañamiento docente. Se concluye que resulta imprescindible consolidar procesos de formación previa y diseñar estrategias institucionales más sistemáticas que favorezcan el acompañamiento integral de los practicantes. Este estudio aporta evidencia sobre los factores que inciden en la calidad de las prácticas profesionales y su papel en la transición hacia el ejercicio docente.
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Derechos de autor 2026 Latin American Journal of Humanities and Educational Divergences
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