<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1607-4041</journal-id>
<journal-title><![CDATA[Revista electrónica de investigación educativa]]></journal-title>
<abbrev-journal-title><![CDATA[REDIE]]></abbrev-journal-title>
<issn>1607-4041</issn>
<publisher>
<publisher-name><![CDATA[Universidad Autónoma de Baja California, Instituto de Investigación y Desarrollo Educativo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1607-40412019000100127</article-id>
<article-id pub-id-type="doi">10.24320/redie.2019.21.e27.1831</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La construcción de conocimiento pedagógico de los profesores en formación durante el prácticum]]></article-title>
<article-title xml:lang="en"><![CDATA[Pre-Service Teachers&#8217; Practical Knowledge: Learning to Teach during the Practicum Experience]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mena Marcos]]></surname>
<given-names><![CDATA[Juanjo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gómez Sánchez]]></surname>
<given-names><![CDATA[Raquel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[García Rodríguez]]></surname>
<given-names><![CDATA[María Luisa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Salamanca  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<volume>21</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1607-40412019000100127&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1607-40412019000100127&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1607-40412019000100127&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En este trabajo se presenta parte de los resultados del Proyecto Europeo K1 ACTTEA (2012-2015) en el cual participaron España, Estonia, Finlandia y Holanda. El objetivo fue valorar qué tipos de conocimiento pedagógico asimilan los profesores durante el prácticum. En los datos recogidos en España se llevó a cabo un estudio empírico siguiendo tres fases: grabación de sesiones de clase, análisis de incidentes críticos y elaboración de informes individuales. Se emplearon tres condiciones en el diseño de investigación: reflexión individual, diálogo entre compañeros y diálogo con profesor-tutor. Se siguió un procedimiento inductivo basado en el análisis temático y proposicional y se utilizó la prueba Chi cuadrado y V de Cramer. Los resultados evidencian que los profesores en formación bajo la condición C son más capaces de aprender un conocimiento pedagógico sofisticado y generalizable, mientras que las condiciones A y B permiten entender mejor lo que hacen en la práctica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In this paper we present some results of the European Project Erasmus K1 ACTTEA (2012-2015) in which four countries participated (Estonia, Finland, The Netherlands and Spain). The objective of the project was to assess what kind of knowledge pre-service teachers learn when teaChing in the Practicum setting. An empirical study was conducted in each country following three phases. video recordings were made in sessions; analysis of critical incidents; and an individual report of learning was performed. Three conditions were established: Individual reflection; Dialogue among peers; and Dialogue with a tutor. An inductive procedure based on propositional and thematic analysis was followed, and the Chi Square Test and V Cramer were used. Results from the Spanish data show that student teachers under the condition C are better able to learn a kind of sophisticated and generalizable knowledge, while conditions A and B allow students to better understand what they had done.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Prácticum]]></kwd>
<kwd lng="es"><![CDATA[formación del profesorado]]></kwd>
<kwd lng="es"><![CDATA[tutoría]]></kwd>
<kwd lng="es"><![CDATA[reflexión docente]]></kwd>
<kwd lng="es"><![CDATA[conocimiento práctico]]></kwd>
<kwd lng="en"><![CDATA[Practicum]]></kwd>
<kwd lng="en"><![CDATA[teacher training]]></kwd>
<kwd lng="en"><![CDATA[mentoring]]></kwd>
<kwd lng="en"><![CDATA[teacher reflection]]></kwd>
<kwd lng="en"><![CDATA[practical knowledge]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Beltrán]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Estrategias de aprendizaje]]></article-title>
<source><![CDATA[Revista de Educación]]></source>
<year>2003</year>
<numero>332</numero>
<issue>332</issue>
<page-range>55-73</page-range></nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Binda]]></surname>
<given-names><![CDATA[N. U.]]></given-names>
</name>
<name>
<surname><![CDATA[Balbastre-Benavent]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Investigación cuantitativa e investigación cualitativa: buscando las ventajas de las diferentes metodologías de investigación]]></article-title>
<source><![CDATA[Revista de Ciencias Económicas]]></source>
<year>2013</year>
<volume>31</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>179-87</page-range></nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Carnot]]></surname>
<given-names><![CDATA[M. J.]]></given-names>
</name>
<name>
<surname><![CDATA[Stewart]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Using concept maps in college level psychology and social work clases]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Cañas]]></surname>
<given-names><![CDATA[A. J.]]></given-names>
</name>
<name>
<surname><![CDATA[Novak]]></surname>
<given-names><![CDATA[J. D.]]></given-names>
</name>
</person-group>
<source><![CDATA[Proceedings of the second conference on concept mappings]]></source>
<year>2006</year>
<page-range>292-5</page-range><publisher-loc><![CDATA[San José, Costa Rica ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Cerezo]]></surname>
<given-names><![CDATA[C. R.]]></given-names>
</name>
<name>
<surname><![CDATA[Ortega]]></surname>
<given-names><![CDATA[F. Z.]]></given-names>
</name>
<name>
<surname><![CDATA[Molina]]></surname>
<given-names><![CDATA[F. Z.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[La autonomía y orientación en el Espacio Europeo de Educación Superior mediante el portafolio y la tutoría]]></article-title>
<source><![CDATA[Estudios sobre Educación]]></source>
<year>2016</year>
<numero>19</numero>
<issue>19</issue>
<page-range>261-8</page-range></nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Clandinin]]></surname>
<given-names><![CDATA[D. J.]]></given-names>
</name>
</person-group>
<source><![CDATA[Classroom practice: teacher images in action]]></source>
<year>1985</year>
<publisher-loc><![CDATA[Londres ]]></publisher-loc>
<publisher-name><![CDATA[Falmer]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Cohen]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<source><![CDATA[Statistical power analysis for the behavioral sciences]]></source>
<year>1988</year>
<edition>2a. ed</edition>
<publisher-loc><![CDATA[Hillsdale, NJ ]]></publisher-loc>
<publisher-name><![CDATA[Lawrence Erlbaum Associates]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Cohen]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Manion]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<source><![CDATA[Research methods in education]]></source>
<year>1994</year>
<edition>4a. ed.</edition>
<publisher-loc><![CDATA[Londres ]]></publisher-loc>
<publisher-name><![CDATA[Routledge]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Cuevas de la Garza]]></surname>
<given-names><![CDATA[M. S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[La docencia universitaria a través del conocimiento profesional práctico: pistas para la formación]]></article-title>
<source><![CDATA[Sinéctica]]></source>
<year>2013</year>
<numero>41</numero>
<issue>41</issue>
<page-range>2-18</page-range></nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Dewey]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<source><![CDATA[How we think: a restament of the relation of refective thinking to the deductive process]]></source>
<year>1933</year>
<publisher-loc><![CDATA[Boston, MA ]]></publisher-loc>
<publisher-name><![CDATA[Heath and Company]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Elbaz]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The teacher&#8217;s &#8220;practical knowledge&#8221;: report of a case study]]></article-title>
<source><![CDATA[Curriculum Inquiry]]></source>
<year>1981</year>
<volume>11</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>43-71</page-range></nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Elliott]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<source><![CDATA[El cambio educativo desde la investigación-acción]]></source>
<year>1993</year>
<publisher-loc><![CDATA[Madrid ]]></publisher-loc>
<publisher-name><![CDATA[Morata]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Eraut]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Transfer of knowledge between education and workplace settings]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Rainbird]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
<name>
<surname><![CDATA[Fuller]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Munro]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<source><![CDATA[Workplace learning in context]]></source>
<year>2004</year>
<page-range>201-21</page-range><publisher-loc><![CDATA[Londres ]]></publisher-loc>
<publisher-name><![CDATA[Routledge]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Fernández]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Gértrudix]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
<name>
<surname><![CDATA[De Cisneros]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Rodríguez]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Rivas]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[La formación del profesorado en Tecnología Educativa: prácticas profesionales]]></article-title>
<source><![CDATA[Revista Latinoamericana de Tecnología Educativa]]></source>
<year>2015</year>
<volume>14</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>115-32</page-range></nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gairín]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Feixas]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Guillamón]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Quinquer]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[La tutoría académica en el escenario europeo de la Educación Superior]]></article-title>
<source><![CDATA[Revista Interuniversitaria de Formación del Profesorado]]></source>
<year>2004</year>
<volume>18</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>61-7</page-range></nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Grau]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Gómez]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Perandones]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
</person-group>
<source><![CDATA[La formación del profesorado como factor decisivo de la excelencia educativa]]></source>
<year>2009</year>
</nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Hatton]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
<name>
<surname><![CDATA[Smith]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Reflection in teacher education: towards definition and implementation]]></article-title>
<source><![CDATA[TeaChing and Teacher Education]]></source>
<year>1995</year>
<volume>11</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>33-49</page-range></nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Husu]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Toom]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Patrikainen]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Guided reflection as a means to demonstrate and develop student teachers&#8217; reflective competencies]]></article-title>
<source><![CDATA[Reflective Practice: International and Multidisciplinary Perspectives]]></source>
<year>2008</year>
<volume>9</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>37-51</page-range></nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Johnson]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Why conduct action research?]]></article-title>
<source><![CDATA[Teaching and Change]]></source>
<year>1995</year>
<volume>3</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>90-104</page-range></nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kemmis]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[McTaggart]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<source><![CDATA[Cómo planificar la investigación-acción]]></source>
<year>1988</year>
<publisher-loc><![CDATA[Barcelona ]]></publisher-loc>
<publisher-name><![CDATA[Laertes]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kieras]]></surname>
<given-names><![CDATA[D. E.]]></given-names>
</name>
<name>
<surname><![CDATA[Bovair]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The role of a mental model in learning to operate a device]]></article-title>
<source><![CDATA[Cognitive science]]></source>
<year>1984</year>
<volume>8</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>255-73</page-range></nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Koballa]]></surname>
<given-names><![CDATA[T. R.]]></given-names>
</name>
<name>
<surname><![CDATA[Glynn]]></surname>
<given-names><![CDATA[S. M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Attitudinal and motivational constructs]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Abell]]></surname>
<given-names><![CDATA[S. K.]]></given-names>
</name>
<name>
<surname><![CDATA[Lederman]]></surname>
<given-names><![CDATA[N. G.]]></given-names>
</name>
</person-group>
<source><![CDATA[Handbook of research on science education]]></source>
<year>2007</year>
<page-range>75-102</page-range><publisher-loc><![CDATA[Mahwah, NJ ]]></publisher-loc>
<publisher-name><![CDATA[Lawrence Erlbaum Associates]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Korthagen]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Linking reflection and technical competence: the logbook as an instrument in teacher education]]></article-title>
<source><![CDATA[European Journal of Teacher Education]]></source>
<year>1999</year>
<numero>22</numero>
<issue>22</issue>
<page-range>191-207</page-range></nlm-citation>
</ref>
<ref id="B23">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Korthagen]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
<name>
<surname><![CDATA[Lagerwerf]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[&#8220;Teachers&#8217; professional learning: how does it work?&#8221;]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Korthagen]]></surname>
<given-names><![CDATA[F. A. J.]]></given-names>
</name>
<name>
<surname><![CDATA[Kessels]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Koster]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
<name>
<surname><![CDATA[Lagerwerf]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
<name>
<surname><![CDATA[Wubbels]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
</person-group>
<source><![CDATA[Linking practice and theory: the pedagogy of realistic teacher education]]></source>
<year>2001</year>
<page-range>175-206</page-range><publisher-loc><![CDATA[Mahwah, NJ ]]></publisher-loc>
<publisher-name><![CDATA[Lawrence Erlbaum Associates]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B24">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Mena]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[García]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Clarke]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Barkatsas]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[An analysis of three different approaches to student teacher mentoring and their impact on knowledge generation in practicum settings]]></article-title>
<source><![CDATA[European Journal of Teacher Education]]></source>
<year>2016</year>
<volume>39</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>53-76</page-range></nlm-citation>
</ref>
<ref id="B25">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Mena]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[García]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Gómez]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Ramírez]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[La importancia de las sesiones de tutoría en la elaboración del conocimiento profesional docente en el practicum: reflexiones sobre un modelo de análisis del discurso]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Flores]]></surname>
<given-names><![CDATA[M. A.]]></given-names>
</name>
<name>
<surname><![CDATA[Carvalho]]></surname>
<given-names><![CDATA[M. L.]]></given-names>
</name>
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<source><![CDATA[Formação e aprendizagem profissional de professores: contextos e experiências [Formación y aprendizaje profesional de profesores: contextos y experiencias]]></source>
<year>2016</year>
<page-range>77-107</page-range><publisher-loc><![CDATA[Portugal ]]></publisher-loc>
<publisher-name><![CDATA[De Facto]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B26">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Mena]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Henissen]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Loughran]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Developing pre-service teachers&#8217; professional knowledge of teaChing: the influence of mentoring]]></article-title>
<source><![CDATA[TeaChing and Teacher Education]]></source>
<year>2017</year>
<numero>66</numero>
<issue>66</issue>
<page-range>47-59</page-range></nlm-citation>
</ref>
<ref id="B27">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Mena]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Sánchez]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[Tillema]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Analysis of the in-service teachers&#8217; spontaneous reflections. What is said and what is done]]></article-title>
<source><![CDATA[Teachers and Teaching: Theory and Practice]]></source>
<year>2008</year>
<volume>14</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>95-114</page-range></nlm-citation>
</ref>
<ref id="B28">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Mishra]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Koehler]]></surname>
<given-names><![CDATA[M. J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Technological pedagogical content knowledge: a framework for teacher knowledge]]></article-title>
<source><![CDATA[Teachers College Record]]></source>
<year>2006</year>
<volume>108</volume>
<numero>6</numero>
<issue>6</issue>
<page-range>1017-54</page-range></nlm-citation>
</ref>
<ref id="B29">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Orland-Barak]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Portfolios as evidence of mentors&#8217; learning: what remains &#8216;untold&#8217;]]></article-title>
<source><![CDATA[Educational Research]]></source>
<year>2005</year>
<volume>47</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>25-44</page-range></nlm-citation>
</ref>
<ref id="B30">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Raposo]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Zabalza]]></surname>
<given-names><![CDATA[M. A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[La formación práctica de estudiantes universitarios: repensando el practicum]]></article-title>
<source><![CDATA[Revista de Educación]]></source>
<year>2011</year>
<numero>354</numero>
<issue>354</issue>
<page-range>17-20</page-range></nlm-citation>
</ref>
<ref id="B31">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Rodríguez]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<source><![CDATA[Análisis de tablas de contingencias. Estadística Informática: casos y ejemplos con el SPSS]]></source>
<year>2001</year>
</nlm-citation>
</ref>
<ref id="B32">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Schön]]></surname>
<given-names><![CDATA[D. A.]]></given-names>
</name>
</person-group>
<source><![CDATA[The reflective practitioner]]></source>
<year>1983</year>
<publisher-loc><![CDATA[Nueva York ]]></publisher-loc>
<publisher-name><![CDATA[Basic Books]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B33">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Serrat]]></surname>
<given-names><![CDATA[P. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Badia]]></surname>
<given-names><![CDATA[M. C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Profesorado novel y feedback del tutor: un estudio de casos. Profesorado]]></article-title>
<source><![CDATA[Revista de Currículum y Formación del Profesorado]]></source>
<year>2015</year>
<volume>19</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>405-21</page-range></nlm-citation>
</ref>
<ref id="B34">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Shulman]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Forgive and remember. The challenges and opportunities of learning from experience.]]></article-title>
<source><![CDATA[LaunChing the next generation of new teachers Symposium Proceedings]]></source>
<year>2002</year>
<publisher-loc><![CDATA[Santa Cruz, CA ]]></publisher-loc>
<publisher-name><![CDATA[New Teacher Centre at the University of California]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B35">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Strauss]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Corbin]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Grounded theory methodology]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Denzin]]></surname>
<given-names><![CDATA[N. K.]]></given-names>
</name>
<name>
<surname><![CDATA[Lincoln]]></surname>
<given-names><![CDATA[Y. S.]]></given-names>
</name>
</person-group>
<source><![CDATA[Handbook of qualitative research]]></source>
<year>1994</year>
<page-range>273-85</page-range><publisher-loc><![CDATA[Thousand Oaks, CA ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B36">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Tejada-Fernández]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Carvalho-Dias]]></surname>
<given-names><![CDATA[M. L.]]></given-names>
</name>
<name>
<surname><![CDATA[Ruiz-Bueno]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[El prácticum en la formación de maestros: percepciones de los protagonistas]]></article-title>
<source><![CDATA[Magis. Revista Internacional de Investigación en Educación]]></source>
<year>2017</year>
<volume>9</volume>
<numero>19</numero>
<issue>19</issue>
<page-range>91-114</page-range></nlm-citation>
</ref>
<ref id="B37">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Tierney]]></surname>
<given-names><![CDATA[R. J.]]></given-names>
</name>
<name>
<surname><![CDATA[Mosenthal]]></surname>
<given-names><![CDATA[J. H.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Cohesion and textual coherence]]></article-title>
<source><![CDATA[Research in the Teaching of English]]></source>
<year>1983</year>
<numero>17</numero>
<issue>17</issue>
<page-range>215-29</page-range></nlm-citation>
</ref>
<ref id="B38">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Toom]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<source><![CDATA[Tacit pedagogical knowing. At the core of teacher&#8217;s professionality]]></source>
<year>2006</year>
<publisher-name><![CDATA[University of Helsinki]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B39">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Toom]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Considering the artistry and epistemology of tacit knowledge and knowing]]></article-title>
<source><![CDATA[Educational Theory]]></source>
<year>2012</year>
<numero>62</numero>
<issue>62</issue>
<page-range>621-40</page-range></nlm-citation>
</ref>
<ref id="B40">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ugartetxea]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[La metacognición, el desarrollo de la autoeficacia y la motivación escolar]]></article-title>
<source><![CDATA[Revista de Psicodidáctica]]></source>
<year>2002</year>
<numero>13</numero>
<issue>13</issue>
<page-range>49-74</page-range></nlm-citation>
</ref>
<ref id="B41">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Zeichner]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Accumulating knowledge across self-studies in teacher education]]></article-title>
<source><![CDATA[Journal of Teacher Education]]></source>
<year>2007</year>
<volume>58</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>36-46</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
