Sobre el sentido de la formación práctica en educación infantil.

In the introduction of the study, reference is made to the internships in the early childhood education degree and the value and meaning of these internships for students is also explained. During the third and fourth years, future teachers go to the classroom and experience formative knowledge that moves away from exclusively theoretical stances. They learn in situations, in specific realities together with early childhood education professionals. Therefore, for this study we opted for a qualitative methodology and shared the voice of all the trainees involved in the internship. A questionnaire validated by university lecturers was used, which was administered using technological resources to make participation more flexible. The results are organized around nine centers of interest that coincide with thematic cores (waiting, fears, experience, diversity, the future, usefulness, internships - in two parts - and the future). The discussion provides answers to the various research questions posed, according to the meaning acquired by the experience and its practical usefulness. Besides, it should be noted that considerations such as the fact that internships are fundamental to their training, development and vocation are emphasized. [ABSTRACT FROM AUTHOR]