Initial teacher training in Special Education in activities to approach school practice

Abstract

The article analyzes the initial teacher training of the students of the degree in Special Education from the Activities of Approach to the School Practice that they carry out in the Units of Service of Support to the Regular Education (USAER) and in the Centers of Multiple Attention (CAM). For this, from the approach of qualitative research and using the method of content analysis, the work diaries that students make in the Observation and Teaching Practice Days were studied. The results show the teacher’s knowledge that the student acquires from the impressions and experiences in the school, as well as the educational practice that the professor carries out for the teaching of academic content.

Keywords: School; training; to know; teaching practice.