Abstract

Teacher training has evolved in form, con-tent, and quality over time. The pedagog-ical practice process has been one of the main elements in the integration of the knowledge necessary to practice the teach-ing profession. This main objective of this study was to describe the process of acqui-sition of reflective skills of trainee teach-ers in the field of practical training from the perspective of academic managers and trainee teachers. This research had a quali-tative approach, with a phenomenological design and a non-probabilistic sample. For the organization and analysis of the qual-itative data collected from the workshops, focus groups and logbooks, the NVivo tool was used, through which the survey of nodes and categories was carried out. In sum, the sources of data collection were a) information collected in workshops, b) audio recordings of the focus groups, and c) logs of the teachers in training. The results showed that the academics’ concep-tualization of the internship depends on the training program. The topics proposed by the teachers in training were organized into those related to themselves, to the stu-dents, to the collaborating teacher and to the content. Although in their logs, they used different discursive modalities, de-scription predominates. It has been detect-ed that the practice process requires better and greater methodological, pedagogical, and scriptural orientations since it seems to be organized more from the intuition of the tutor or guide teacher and the teachers in training than in a sequencing of skills and abilities designed from an approach or model. The practices can be approached in association with the training of writing, reflective and investigative skills training. Still, they require adjusting and validating their formative purposes through collegial work and the pertinent curricular revision for each specialty.