Perceptions of Hispanic Language and Literature Students toward Professional Training Practices

Abstract

Teacher training is always a challenge, especially when it comes to conducting professional training internships. The Professional Internship methodology at the National Autonomous University of Nicaragua, Managua (UNAN-Managua) guides two types of internships: pre-professional and professional. The former must be completed in the first semester. The study was conducted using a qualitative approach and descriptive design. Focus groups were used with fifth-year students. The purpose of this study was to describe the fifth-year interns' perceptions of the strengths, weaknesses, improvement strategies, and lessons learned during their professional internship training. The results show that the strengths identified include contextualized lesson planning, empathy with students, and the application of innovative strategies. However, difficulties were identified related to a lack of time for observation and teaching classes, poor communication with classroom tutors, a lack of teaching materials, and emotional challenges inherent to the beginning of professional practice. Students proposed improving coordination between teachers and interns, encouraging self-assessment, and strengthening emotional education through workshops and reflective spaces. Furthermore, the resources and materials provided fostered reflection, meaningful learning, and an ethical commitment to teaching. It is concluded that the Pre-professional Internships allow for connecting theory with practice, enhance pedagogical competencies, develop critical thinking, and promote emotional self-regulation.