Abstract

Supervised pedagogical practice (SPP) is a time when students face directly the reality they will have in their future professional activities, and becomes a training space in which future teachers can develop their pedagogical actions in real life situations. The aim of this study was to know the perceptions of professors in training from a regional university in southern Chile about their practical training process. It is a qualitative research where 95 teachers in training participated. Teachers in training value practical training spaces, but visualize a distance between what was taught in classes at the university and school reality.