La entrevista de autoconfrontación como modo de acceso al aprendizaje de la profesión docente: aspectos teóricos, metodológicos y prácticos

This paper explores methodological and practical approaches to accessing experiential learning for pre-service teachers (PF) during the practicum in initial teacher training (FID). It proposes the self-confrontation interview as an instrumental alternative. For this purpose, it outlines the stages of designing a self-confrontation interview protocol, explaining how it integrates with two major components that form its theoretical foundation: the theory of inquiry (Dewey, 1967) and two typologies on teaching knowledge: the content of knowledge (Shulman, 1987) and the sources of knowledge (Tardif et al., 1991). Furthermore, the paper illustrates the use of the technique and its operationalization and offers critical observations on improvable aspects of the same protocol conducted. This article reports on a mechanism that not only allows access to the experiential learning of PFs but also offers a potential for learning based on their reflection and mobilization of professional knowledge during the self-confrontation interview.