ABOUT THE FIRST PRACTICUM EXPERIENCE: AN EXPLORATORY STUDY WITH UNIVERSITY STUDENTS AND TEACHER-TUTORS OF THE UNIVERSITY DEGREE IN CHILDHOOD EDUCATION

The importance of Practicum as an essential component of teacher training education had been defended by several authors who affirmed that the internship period provides to students the opportunity to work and develop professional competences (Cid, Perez y Sarmiento, 2011; Novella, 2011; Rodriguez-Gomez, Armengol y Meneses, 2017; Rosales, 2013; Tejada y Ruiz, 2013; Zabalza, 2011). However, what do the students and the scholar teacher-tutors think about this formative period takes place? How do the students value his/her practical experience? What are the criteria that they value making these assessments? Trying to answer these questions, the assessments made by students of the University Degree in Childhood Education of the University of the Basque Country/Euskal Herriko Unibertsitatea (UPV/EHU) with their first experience of practices have been analyzed and contrasted with the assessments made by their teacher-tutor of the schools in which they performed these practices. The results indicate that both groups give a high rating to these first practices and base their assessments on elements related to personal interaction, such as: provided assistance, demonstrated initiative, active participation and collaborative attitude.