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This article identifies strengths and weaknesses of two practicum assumptions in teacher education: the traditional gradual introduction to teaching responsibility versus a rapid introduction approach that would place teacher candidates into an extended teaching practicum with minimal formal introduction and preparation. The purpose of this article is to call attention to what appears to be an extreme reluctance on the part of teacher educators to explore the assumptions underlying a traditional practicum approach. Teacher educators tend not to ask if there might be alternative approaches to preservice teacher education that could make greater academic and practical use of experience in the introduction to the teaching profession. This provides a way to understand why the change is more a promise than a reality.

La práctica en la formación de profesores: tensiones y posibilidades en la experiencia de aprender a enseñar