Digital storytelling as an activity promoting professionalizing reflection and self-knowledge in the practicum training pathway

Authors

  • Marc Fuertes-Alpiste Universitat de Barcelona

Keywords:

Practicum, professionalization, digital storytelling, narrative identity, professional identity, pedagogy.

Abstract

Here we present an experience focused on the creation of digital stories promoting professionalizing reflection and self-knowledge in the Pedagogy degree practicum training pathway (University of Barcelona). Its potential of reflection, of construction of the professional narrative identity and of self-knowledge is placed on a theoretical level to justify its integration as an activity in the practicum training. The phases carried out to achieve the creation of the digital stories in the asynchronous virtual mode are explained, as are the different materials used and made available to students. This experience is perceived positively on the basis of the high level of student participation and involvement throughout the creative process, and of the responses obtained in an online questionnaire. The results show that this activity can contribute to the professionalizing reflection and self-knowledge which are so necessary in the highly diverse and changing professional context of pedagogy.

Keywords: Practicum, professionalization, digital storytelling, narrative identity, professional identity, pedagogy.

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Author Biography

Marc Fuertes-Alpiste, Universitat de Barcelona

Professor lector /Assistant professor

Departament de Teoria i Història de l'Educació, Facultat d'Educació, Universitat de Barcelona. 

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Published

2021-01-27

How to Cite

Fuertes-Alpiste, M. (2021). Digital storytelling as an activity promoting professionalizing reflection and self-knowledge in the practicum training pathway. Revista Catalana De Pedagogia, 19, 39–50. Retrieved from https://revistes.iec.cat/index.php/RCP/article/view/148489

Issue

Vol. 19 (2021): Pràcticum i Educació

Section

Experience articles

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