University-School Collaborative Networks: A Strategy to Improve the Professional Skills of Future Teachers

<div class="floats-full-page floats-full-page-other"><h2>Table 3</h2><div class="floats-full-page-caption">Categorisation of group journals.</div><div class="floats-full-page-content"><table class="table-group" id="tab3"><tr><td><table class="table"><tr><td class="thead-hr" colspan="2"><hr /></td></tr><tr class="thead"><td align="left">Dimensions</td><td align="center">% frequency</td></tr><tr><td class="thead-hr" colspan="2"><hr /></td></tr><tr><td align="left">(1) Design and development of active and innovative learning situations </td><td align="center">40.5%</td></tr><tr><td align="left">(2) Learning from the infant education teachers, considered professional role models </td><td align="center">28.6%</td></tr><tr><td align="left">(3) Complexity of the educational task in Infant Education</td><td align="center">21.4%</td></tr><tr><td align="left">(4) Verification of complex capacities in infants’ school pupils</td><td align="center">9.5%</td></tr><tr class="table-tr"><td colspan="2"><hr class="tbody-hr" /></td></tr></table></td></tr></table></div></div>

Table 3 | University-School Collaborative Networks: A Strategy to Improve the Professional Skills of Future Teachers

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Table 3: University-School Collaborative Networks: A Strategy to Improve the Professional Skills of Future Teachers

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