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- Practice-based teacher education: a literature mapping over the past five years(2019-09-29) Matsumoto-Royo, Kiomi; Ramírez Montoya, María Soledad; Instituto Tecnológico y de Estudios Superiores de MonterreyHow to train future teachers to face the complexity of teaching? The practice-based teacher education approach is recent; the research associated with this approach provides information that may be of value for future research and empirical studies in this area. The objective of this article is to analyze the evidence published in the 2015-2019 period regarding practice-based teacher education, to identify publications on the subject that can contribute to other studies or experiences. As a method, a systematic mapping of the literature was used. The findings show that it is a relevant field in practice-based teacher education studies; those who investigate in this area are mostly from English-speaking countries; the context of the studies is in initial teacher education and the main topics addressed are experiences of implementation of practice-based programs, core practices, and high leverage practices. This review provides a framework for identifying challenges and contexts of less influence, such as the evaluation of learning in this approach, as well as establishing a database of studies in practice-based teacher education to support future research.
- Evaluative model of practice-based teacher education (core practices) to enhance metacognition and lifelong learning(2019-09-29) Matsumoto-Royo, Kiomi; Ramírez Montoya, María Soledad; Instituto Tecnológico y de Estudios Superiores de MonterreyIn a changing society, with the uncertainties that the future holds for the education of new generations, teacher training faces considerable challenges. On the one hand, it must ensure training so that future teachers are highly prepared to teach, but also, it must emphasize the metacognitive thinking processes that allow them to develop the ability to learn to learn throughout their lives. The purpose of this document is to present the current status of a doctoral thesis research plan, referring to the initial training of teachers based on practice, which promotes metacognitive processes and lifelong learning. A mixed study of concurrent design is proposed, which allows us to jointly analyze the quantitative and qualitative results, considering the learning and evaluation activities that are carried out with future teachers in schools of education. The expected results will allow proposing an evaluation model of core practices aimed at enhancing metacognition and lifelong learning in future teachers. The document is organized in eight sections: context and motivation that drives the dissertation research, state of the art, hypothesis, research objectives, research approach, and methods, results to date and their validity, dissertation status, and expected contributions. Currently, the theoretical framework and instruments of the first phase of the research process have already been developed.