The Integration, Research and Practice Workshops as Spaces of Articulation in Teacher Education: Reflexivity and Challenges

Abstract

This article is part of a research project that investigates teacher training processes from a situated and reflexive perspective. It focuses on the analysis of the Integration, Research, and Practice Workshops in the Teaching and Bachelor's Degree in Early Childhood Education programs at the Faculty of Humanities of the UNNE (National University of Navarre). These workshops, which are a common core from the first to the third year of the Teaching and Bachelor's Degree in Early Childhood Education programs and specifically in the fourth year of the Teacher Training Program, constitute key curricular spaces for the articulation of theory and practice, promoting training experiences through contact with real institutions, participant observation, narrative writing, and research. Through the analysis of student experiences, we explore processes of subjective transformation, the revision of imaginaries about childhood, and the redefinition of teaching practice. We also identify tensions and challenges in the institutional implementation of these training mechanisms. We revisit the pedagogical value of narratives as tools for self-knowledge and the production of teaching knowledge, sustained by an ethic of reflexivity.