Abstract

This paper presents the results of research on the practical component of the Primary Education degree course at a Chilean university that does not include student placements. The study seeks to establish what the students who participate in the practical component of their training are doing and learning. The results show that the model in itself is not an obstacle for the students to carry out teaching activities. However, the gradualness of these activities fails when the supervising teacher and the guiding teacher do not follow the training methodology established for the practical component. This failure is an obstacle in the reflection process needed to achieve adequate standards of performance for teaching.