ESTRUCTURA Y ORGANIZACIÓN DE lAS EXPERIENCIAS DE ENSEÑANZA PRÁCTICA DE LOS FUTUROS MAESTROS

<p>The research and scientific literature on the Teacher Education shows the decisive paper that the experiences of practica! teaching play in the preparation of excellent professors. In spite of such excellences, we find authors that reveal to us sorne from the inberent limitations to the normative, organization, development and valuation that is carried out of the practicum; problems that hinder, without a doubt, the exploitation of their true formative potential. If it is also understood that the crucial aspect of this period is that it should be formative and enriching for students teacher, it becomes necessary a careful and appropriate planning of the same one, as well as the establishment of devices (agreements, plans of collaboration, concerts among institutions ... ) that malee possible its development under conditions of quality (Putnam and Borko, 2000; Mérida, 2001). The work that we present is a clear contribution in this address.