Pedagogical support in on-site and virtual professional practice

ABSTRACT

We frame our research on future teachers' need for accompani-ment during their formative process. Until 2019, most profes-sional trainings were face-to-face in the Practice Centers and UCSH's workshop activities. Derived from the COVID-19 pan-demic, a new form of educational accompaniment appeared in 2020, online work with students. As references to this study, we established aspects we learned during the health crisis, such as collaborative work, adaptation, and flexibility. The UCSH For-mative Model considers the three fundamental pillars identity, quality, and responsibility. The dimensions of Salesian accompa-niment are anthropological, educational, and theological. Final-ly, the relevant competencies proposed by CASEL are considered from the socioemotional area. Our work methodology follows participatory action research, which considers the review of background information related to the research topic, the elabo-ration, and application of questionnaires, and online interviews, to then continue analyzing comparative and qualitative data. We aim to arrive at the proposal of pedagogical accompaniment and the evaluation phase that would correspond once implemented. Our main results show that there has been an evolution of the student's perceptions about professional practice since 2019, where this instance was associated with stress, insecurity, and even failure. During the years 2020 and 2021, the students value the accompaniment and feedback positively from both the col-laborating teachers (guides) and the internship teachers (super-visors).