Practicum of Early Childhood Teacher Students in Pandemic Times: A Narrative Perspective

  • Ilich Silva-Peña Instituto Interuniversitario de Investigación Educativa (IESED-Chile) at the Departamento de Educación, Universidad de Los Lagos, Osorno, Chile
  • Julio Hizmeri Department of Didactic, Faculty of Education at Universidad Católica de la Santísima Concepción, Concepción, Chile
  • Roxana Hormazábal-Fajardo Faculty of Human Sciences, Universidad Arturo Prat, Iquique, Chile
  • Gustavo González-García Faculty of Education, Universidad Católica Silva Henríquez, Santiago, Chile
  • Bessie Rojas-Rodríguez Faculty of Human Sciences, Universidad Arturo Prat, Iquique, Chile
  • Enriqueta Jara-Illanes Faculty of Education at Universidad Andrès Bello, Concepción, Chile
Keywords: Chile, teacher education, post-pandemic, body, virtual education


The Covid-19 pandemic affected teacher education; universities had to adapt quickly through emergency pedagogy. One problem that emerged was the relationship between schools and teacher students. The situation was more critical in early childhood teacher education than in others. The conditions forced them to adjust to the absence of children in the student teachers’ practicum. This article addresses the relational problem in a practicum in early childhood teacher education. Through a narrative inquiry with two early childhood education teacher students, we give an account of learning experiences in different educational spaces. During the analysis, two concepts emerged: ‘the classroom taste’ and ‘presence’ in teacher education. The research allows us to reflect on the essential focus of the practicum in early childhood teacher education from the perspective of these two concepts.


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How to Cite
Silva-PeñaI., Hizmeri, J., Hormazábal-Fajardo, R., González-GarcíaG., Rojas-RodríguezB., & Jara-Illanes, E. (2023). Practicum of Early Childhood Teacher Students in Pandemic Times: A Narrative Perspective. Center for Educational Policy Studies Journal, 13(4), 15-35.