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As universities relied on emergency pedagogy, practicum conditions became more critical in early childhood settings, requiring adjustments to the absence of children. Using narrative inquiry with two early childhood teacher students, the research analyzes learning experiences across different educational spaces and identifies key concepts: “the classroom taste” and “presence.”",{"@graph":69,"@context":114},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/practicum-of-early-childhood-teacher-students-in-pandemic-times-a-narrative-perspective/598401/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/practicum-of-early-childhood-teacher-students-in-pandemic-times-a-narrative-perspective/598401.png","ImageObject",300,407,{"name":92,"@type":93},"A glass of water","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108],{"name":109,"@type":110,"acceptedAnswer":111},"What two concepts emerged from the analysis?","Question",{"text":112,"@type":113},"The analysis identified “the classroom taste” and “presence” as key concepts for reflecting on the practicum’s essential focus in early childhood teacher education.","Answer","https://schema.org",{"og:url":83,"og:type":116,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":118,"canonical":83},"index,follow",{"doc_id":120,"site_id":62},598401,1792888429,{"code":4,"msg":5,"data":123},{"doc_id":120,"user_id":124,"nickname":92,"user_avatar":125,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":126,"file_id":127,"file_url":128,"file_type":129,"file_size":130,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":131,"language":132,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":133,"faqs":134,"seo_title":135,"seo_description":67,"update_tm":136,"read_time":137,"preview_page_count":4},962090760832,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","DOI: [https://doi.org/10.26529/cepsj.1642](https://doi.org/10.26529/cepsj.1642)  \nPracticum of Early Childhood Teacher Students in Pandemic Times: A Narrative Perspective  \nIlich Silva-Peña*1, Julio Hizmeri2, Roxana Hormazábal-Fajardo3, Bessie Rojas-Rodríguez3, Enriqueta Jara-Illanes4 and Gustavo González-García5  \n• The Covid-19 pandemic affected teacher education; universities had to adapt quickly through emergency pedagogy. One problem that emerged was the relationship between schools and teacher students. The situation was more critical in early childhood teacher education than in others. The conditions forced them to adjust to the absence of children in the student teachers’ practicum. This article addresses the relational problem in a practicum in early childhood teacher education. Through a narrative inquiry with two early childhood education teacher students, we give an account of learning experiences in different educational spaces. During the analysis, two concepts emerged: ‘the classroom taste’ and‘presence’ in teacher education. The research allows us to reflect on the essential focus of the practicum in early childhood teacher education from the perspective of these two concepts.  \nKeywords: Chile, teacher education, post-pandemic, body, virtual education  \n1 *Corresponding Author. Instituto Interuniversitario de Investigación Educativa (IESED-Chile) atthe Departamento de Educación, Universidad de Los Lagos, Osorno, Chile; [ilichsp@gmail.com](ilichsp@gmail.com).  \n2 Department of Didactic, Faculty of Education at Universidad Católica de la Santísima Concepción, Concepción, Chile.  \n3 Faculty of Human Sciences, Universidad Arturo Prat, Iquique, Chile.  \n4 Faculty of Education at Universidad Andrès Bello, Concepción, Chile.  \n5 Faculty of Education, Universidad Católica Silva Henríquez, Santiago, Chile.  \nPraksa bodočih učiteljev v zgodnjem otroštvu med pandemijo: pripovedna perspektiva  \nIlich Silva-Peña, Julio Hizmeri, Roxana Hormazábal-Fajardo, Bessie Rojas-Rodríguez, Enriqueta Jara-Illanes in Gustavo González-García  \n• Pandemija covida-19 je vplivala na izobraževanje učiteljev; univerze so se morale hitro prilagoditi s pomočjo nujne pedagogike. Ena izmed težav, ki se je pojavila, je bil odnos med šolami in bodočimi učitelji. Položaj je bil v izobraževanju bodočih učiteljev učencev v zgodnjem otroštvu bolj kritičen kot na drugih področjih. Zaradi razmer so se morali bodoči učitelji med opravljanjem svoje prakse prilagoditi odsotnosti otrok. Članek obravnava problem odnosov v praksi pri izobraževanju bodočih učiteljev v zgodnjem otroštvu. Skozi pripovedno raziskavo zdvema študentoma poučevanja v zgodnjem otroštvu podajamo poročilo  \no učnih izkušnjah v različnih izobraževalnih prostorih. Med analizo sta se pojavila dva pojma: »okus razreda« in »prisotnost« v izobraževanju učiteljev. Raziskava nam omogoča, da z vidika teh konceptov razmislimo o bistvenem poudarku prakse v izobraževanju bodočih učiteljev vzgodnjem otroštvu.  \nKljučne besede: Čile, izobraževanje učiteljev, postpandemija, telo, virtualno izobraževanje  \nIntroduction  \nIn most countries, initial teacher education occurs in university classrooms and practice centres, with a permanent tension between both areas (Russell & Martin, 2017) . In the case of Chile, early childhood teacher education is the responsibility of universities through a concurrent model, simultaneously developing the pedagogical and disciplinary education together with initial, intermediate, and practicum (professional practices or final practice) (ConchaDíaz et al., 2022). However, considering the emphasis on practical knowledge ata distance from academic, deductive, or consecutive curricula, there is a broad defence for the balance between practical and theoretical education (Kelchtermans & Ballet, 2002; Silva-Peña et al., 2019; Vaillant, 2021) . The practicum is a space in the initial teacher education that merges such theoretical education as practical formation; moreover, it is ","cbCaioMS0RVxEkMU","https://ap.wps.com/l/cbCaioMS0RVxEkMU","pdf",159287,21,"English","# Introduction\n# The teaching presence and ‘the classroom taste’","[{\"question\":\"What two concepts emerged from the analysis?\",\"answer\":\"The analysis identified “the classroom taste” and “presence” as key concepts for reflecting on the practicum’s essential focus in early childhood teacher education.\"}]","Practicum of Early Childhood Teacher Students in Pandemic Times - A Narrative Perspective | PDF",1792086862,53]