Learning as participation during the practicum in a Pre-school Education Classroom

Abstract

The aim of this work is to analyze the forms of joint activity that are created by those involved in practices of a classroom community, with the purpose of knowing the opportunities of learning and training that are offered to future teachers during their practicum. Adopting a sociocultural perspective (Vigotsky, 1983), learning is explained as participation in social and situated practices (Lave & Wenger, 1991). Through a case study, where one tutorteacher, one student-teacher and 18 pupils participate during 15 school days, the different forms of organization of joint activity (Coll, 1990) that support this learning are analyzed. The results show the participation structure comprising the featured joint activity of the classroom and the temporal variations, as well as the degree of involvement of the participants and, consequently, the different learning opportunities offered to the student-teacher