The great majority of teacher training programmes incorporate reflective practice as a fundamental professional competence since reflection is considered to be a key element in professional development. However, in the literature reflection is conceptualised in multiple ways, making it difficult to determine what types of contexts facilitate the activity of joint reflection. The present study aims to shed light on this debate, identifying the strategies of educational assistance given by tutors to a group of students during the process of reflection. To this end, we analyse the interactive dynamics and educational assistance in two cases of joint reflection between tutors and students (10 students in Case 1 and 13 in Case 2). In each case, five sessions, each lasting approximately one hour, were recorded and analysed. Different phases in the process of reflection were identified, as were different specific types of assistance to address joint reflection. In both cases, the assistance of the tutor was found to be necessary in collective scaffolding for the establishment of relationships between situational and academic representations, even though the data suggest a progressive increase in the students’ control of the task.

The present study focuses on students' reflection during practicum seminars. The practicum is the ideal setting for reflection. Three levels of reflection have been identified. The second and third, which address the theory-practice relationship, guarantee quality in reflection. This relationship has been researched through participation patterns and tutor assistance. In this paper, we try to clarify which strategies elicit a higher quality of joint reflection. To this end, a case study was performed in the context of the Practicum III course (30 ECTS credits), taken in the fourth and final year of a bachelor's degree program in Primary Education. 2 tutors and 10 student teachers (all women) participated in the study. The student teachers jointly analyzed several real situations that occurred during their practicum. The seminars were recorded, transcribed and coded for subsequent interactivity and content analysis. Five situations were analyzed. At the second level of reflection, the theory-practice relationship emerged during the interpretative pattern when the tutor gave assistance that facilitated a theoretical framework and academic knowledge to the student teachers, who were attempting to understand and/or solve the dilemmas of the situation under consideration. These interactions were able to mitigate the power of the 'apprenticeship of observation'.

The experiences and participation of all individuals involved in educational transitions are key to fully understanding the factors that facilitate or hinder these processes. Furthermore, these experiences can serve as a driving force for the continuous improvement of transition processes and related aspects at both the school and community levels. The aim of this research is to understand and transform educational transition processes using a participatory action research method. The study was conducted in a primary and secondary school in Gipuzkoa over three academic years, involving all children participating in educational transitions, as well as their families and teachers. Data were collected through questionnaires for families, semi-structured interviews with teachers, and participatory techniques to engage the children. The findings from the second research cycle revealed that the design of an action plan to improve transitions created new structures for teacher coordination and led to changes in school culture, emphasising the importance of listening to children and their families when designing improvement actions.

La importancia del desarrollo profesional del profesorado de Educación Infantil, para satisfacer las necesidades evolutivas infantiles y garantizar una educación de calidad, ha obtenido una gran fundamentación teórica y empírica. Investigaciones recientes han puesto de manifiesto que, entre las variables que afectan al desarrollo temprano, las habilidades de interacción del docente son especialmente relevantes. Además, diversos meta-análisis recomiendan untipo de formación centrada en el análisis de la práctica docente a través del video feedback. Sin embargo, son escasos los programas de desarrollo profesional que hayan aplicado esta metodología en España. Por ello, el objetivo del presente trabajo consistió en examinar la influencia del programa para la mejora de la sensibilidad (PMS) sobre las habilidades de interacción del profesorado de Educación Infantil. En el estudio participaron 14 educadoras divididas en dos grupos. El grupo de intervención (n =7), que recibió la formación, y el grupo de control (n =7). Los resultados indican que, tras someterse al PMS, las educadoras muestran una mayor sensibilidad y conductas de estimulación verbal. Además, en comparación con las profesoras que no habían recibido la intervención, obtuvieron una mayor puntuación en sensibilidad y estimulación del lenguaje. Aunque en el futuro ha de replicarse el estudio con unmayor número de sujetos, los resultados obtenidos permiten afirmar que el PMS es un tipo de formación que puede resultar muy efectiva para la práctica educativa del profesorado de Educación Infantil.

Jarraian aurkeztuko den berrikuntza esperientziak irakasleen formazio planaren baitan ezagutza eraikitzeko hausnarketan oinarritutako testuinguruak sortzea du xede. Batetik, irakasle graduko Practicumeko ikasleengan beraiek praktikan bizitako egoera errealetan ardazturiko hausnarketa sustatuz; bestetik, irakasle-gai horien artean, eta euren tutoreen laguntzaz, hausnarketa partekatuan oinarritutako formatuak egituratuz; eta hirugarrenik, hausnarketa elkarlanean burutzen den jardueraren ondorioa izan dadin bultzatuz. GAKO-HITZAK: Unibertsitate-hezkuntza, irakasleen hasierako formazioa, practicum, hausnarketa partekatua, tutorearen laguntzak, ikaskuntza komunitatea.

En este documento se da cuenta del trabajo de investigación desarrollado por los autores, en su intento por desvelar el trasfondo pedagógico de una realidad educativa global, la escuela pública de Antzuola (Guipúzcoa, España), un trabajo impulsado por el afán de caracterizar experiencias formativas enmarcadas en un concepto exigente de renovación pedagógica. A través de un estudio de caso intrínseco e instrumental, se desvela el modelo que guía y orienta la práctica educativa llevada a cabo en la escuela, es decir, la naturaleza de su experiencia. Los resultados de la investigación sitúan dicho arquetipo en la perspectiva sociocultural del aprendizaje y el paradigma de la complejidad, y muestran, así mismo, la coherencia y la consistencia entre los principios pedagógicos que definen el modelo del centro docente y las prácticas que desarrolla. Se destaca el valor de este trabajo de cara a la comunidad educativa, tanto por el modelo estudiado y su implementación como por el de investigación desarrollado, un modelo interactivo y progresivo.