Perceptions of future teachers about professional practices: a case study in higher education
DOI:
https://doi.org/10.5281/zenodo.18250333Keywords:
professional practices, teacher training, pedagogical competencies, student autonomy, prior preparationAbstract
The present study aimed to analyze the perceptions of undergraduate Education students regarding their prior preparation, the process of integration, the development of skills, and autonomy during their professional practices. A mixed-methods approach of a descriptive nature was adopted through a case study applied to eleven students from different semesters (from the fourth to the seventh). Data collection was carried out using a Likert-scale questionnaire and open-ended questions that allowed for the exploration of both quantitative assessments and qualitative narratives of the educational experience. The results showed predominantly positive perceptions regarding the strengthening of pedagogical competencies and the development of professional autonomy. However, significant differences were observed in initial preparation and in the available support mechanisms, which include technological resources, teaching materials, and strategies for teacher mentoring. It is concluded that it is essential to consolidate pre-service training processes and design more systematic institutional strategies that promote comprehensive support for interns. This study provides evidence on the factors that affect the quality of professional practice and their role in the transition to teaching.
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