EL ROL DE LA EXPERIENCIA EN EL APRENDIZAJE DE LA PROFESIÓN DOCENTE: UNA REVISIÓN SISTEMÁTICA DE LA LITERATURA

MARIE-HÉLÈNE MASSE-LAMARCHE; JAVIER NÚÑEZ-MOSCOSO; CATALINA NÚÑEZ-DÍAZ

doi:10.35699/edur.v42i42.52764

Authors

MARIE-HÉLÈNE MASSE-LAMARCHE Université du Québec à Montréal https://orcid.org/0000-0001-8854-7884
JAVIER NÚÑEZ-MOSCOSO Laboratory BONHEURS, Paris Cergy Université https://orcid.org/0000-0001-7171-8392
CATALINA NÚÑEZ-DÍAZ Instituto de Ciencias de la Educación de la Universidad de O’Higgins https://orcid.org/0000-0002-4160-5597

DOI:

https://doi.org/10.35699/edur.v42i42.52764

Keywords:

experiential learning, experiential knowledge, pre-service teacher education, practicum

Abstract

Given the relevance of the practicum as a place for professional learning in teacher education, this article aims to identify how experiential learning during the practicum has been approached by specialized studies. For this purpose, a “systematic review of literature” of writings produced in education between 2000 and 2021 was conducted (n = 59). Three thematic categories of experiential learning emerged from a qualitative meta-analysis: frameworks of experiential learning, foundations and organizers of experiential learning, and emerging knowledge of experiential learning. These elements allow a global understanding of the role and limits of experiential learning, but also of the foundations, organizers and training devices that promote it and, finally, of the knowledge that emanates from the processes as a whole. The paper concludes by identifying possible challenges to enhance experiential learning, highlighting the importance of reflecting on the experience, and thus contribute to teacher training.

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Author Biographies

MARIE-HÉLÈNE MASSE-LAMARCHE, Université du Québec à Montréal

Marie-Hélène Masse lamarche is a doctoral candidate in education at Université du Québec à Montréal and a lecturer at the Department of Education and Pedagogy at the same institution. Holder of a Master's Degree in Educational Sciences (M.A.), her research interests lie in the sociology of teaching work, initial teacher training, and the study of educational policies.
JAVIER NÚÑEZ-MOSCOSO, Laboratory BONHEURS, Paris Cergy Université

State Professor in Philosophy (University of Santiago de Chile), Master in Education and Training Sciences, Master in Human and Social Sciences (Université de Toulouse II) and Doctor in Education (Université de Toulouse II and Pontifical Catholic University of Chile) . Academic and professor at the Bonheurs Laboratory (Paris Cergy Université) and Researcher associated with the Institute of Education Sciences (O'Higgins University). His lines of research are related to learning the teaching profession, particularly the role of experience in the appropriation of professional knowledge and the study of the cultural background of teacher training. He has published nearly 30 articles and has presented at numerous international conferences in countries such as Canada, Chile, Spain, Mexico, France and Switzerland.
CATALINA NÚÑEZ-DÍAZ, Instituto de Ciencias de la Educación de la Universidad de O’Higgins

Psychologist (Pontifical Catholic University of Valparaíso), Master of Arts in Education (University of Nottingham). She is currently pursuing a Master 2 in Educational Sciences, with a mention in research in education and training at the Université Paris-Cité. She has worked as a university professor and research assistant at various Chilean universities. Her main lines of research are related to the initial training of teachers and the difficulties of the teaching profession.