摘要：When asked to study skill development in higher education training, it seemed important to analyse the “evidence” that students could produce to demonstrate skill acquisition. Productions in the professional and academic context may be used as evaluation criteria and help orient the teacher-training process. In this study, we will be looking at proofs of skill acquisition among first cycle Spanish university students in social education, social work, and preschool and primary education during their practicums. The goal is to create an interpretation model for transversal skill building in teacher-training programs.
