PERCEPTIONS OF PRIMARY EDUCATION TEACHERS IN PROFESSIONAL INSERTION ABOUT THEIR INITIAL TRAINING: A CASE STUDY

This paper analyzes, from the voice of its protagonists, teachers in a stage of professional insertion, and how the initial training of Primary Education teachers in the Community of Castilla y Leon has been throughout different years. The article shows, through a case study approached through different qualitative techniques, the opinions and feelings of the participants about that stage, delving into topics such as access to initial training, their organization, as well as practices, among others. As main results, participants perceive initial training as massified, discredited and decontextualized, with little relation to the real school, and eminently theoretical, and not practical. To conclude, some aspects of improvement that must be implemented for its authentic day-to-day usefulness in terms of access, profile of trainers, curriculum, Practicum, and academic and work orientation are proposed.