Reflective Practice Seminars as a methodological strategy for development of professional skills in Pedagogy degree studies

Abstract

This study presents the results of a transversal descriptive research carried out within the framework of the external practices of the Pedagogy degree studies at the University of Barcelona (UB) with the aim of assessing students’ perception of the usefulness of the Reflective Practice Seminars (RPS) methodology for the development of professional skills in Pedagogy. In addition, the tutors’ perception of the level of acquisition of these skills by students was evaluated: 159 Pedagogy degree students taking part in their external internships during the 2021-2022 academic year, 151 tutors from the internship institutions and 28 from the university who implement the SPR with the students participated in this study. The results suggest that, on the part of students, there is a high degree of satisfaction both with the practices as a whole and with the RPS methodology. With regard to the evaluation of skills, it is observed that both types of teachers value very positively the achievement of skills by students (although the results suggest the need to introduce some improvements with respect to technical and management skills).