Student participation in extension: a study on some implications for teacher education

Abstract

This study investigated the implications of student participation in extension projects regarding teacher training, on the configuration of the teaching profession. The process of student participation was studied, as well as the resignifications made by graduates involved in extension projects. The research was framed within the constructive-Interpretative methodology of Fernando González Rey. The objectives were aimed at finding out what are the formative implications of the extensionist activities for the exercise of the teaching profession according to the perspective of students and graduates of the institution who have participated in this function during their training. Participant observations, interviews and an analysis of narrative records of the extension experience of students and graduates of the Teacher Training Courses of Initial and Primary Education of the Instituto de Formación Docente Continua de Sierra Grande were carried out. The participation in extension activities had implications for the construction of the teaching profession, as it allowed teaching tests to be carried out and promoted the production of subjective resources to practice teaching according to what was worked with students and graduates. The implementation of extension activities allowed reflection upon the form of intervention configured in the life trajectory and the subjectivization of other alternative ways of acting, in addition to favoring the resignification of extension actions in educational practices in institutions.