Un model formatiu per al pràcticum de grau. Algunes idees per a la reflexió

Méndez Zaballos, Laura
In the new Psychology Degrees, external practices (Practicum) are especially relevant. As a proof of that they have become the subject with more credits in the degree. However and due to its special characteristics and the complexity its management brings with, some important aspects which define the formative model have been put apart. The purpose of this paper is to provide some ideas in order to help shaping this model in response to issues such as the type of competences we expect students to acquire, the learning outcomes we want them to achieve, or the characteristics that the teaching-learning process in this subject has. With that purpose in mind, the article is divided into three main sections. In the first one we propose the competence of professional action (Echevarria, 2005) and its four components as the most appropriate approach to delineate the specific and own competences of the Practicum. In the second one, we address the characteristics of the professional knowledge students acquire during their stay in the external centre and its relationship to the situated practices they develop inside. Finally, in the third section, we present different models to interpret the teaching-learning process which takes place within the Practicum. To conclude, we propose the professional development model (García, 2006; Guile and Griffiths, 2001; Zabalza, 2011) as we consider it the most suitable to respond to the objectives of a Practicum in the initial formation of psychologists ​
This document is licensed under a Creative Commons:Attribution - Non commercial (by-nc) Creative Commons by-nc