The development of professional practices during the university stage is a fundamental factor for quality skills development. For many students, it is the first real experience in a professional context, so continuous monitoring by teachers is necessary. This article presents an innovative proposal to develop the follow-up of the professional practices of the degree in Primary Education, and two Masters’ in Psychopedagogy and Special Educational Needs using a learning management system (LMS) (Blackboard). The experience was developed by a team of teachers from the departments of Didactics and Educational Organization and Research Methods and Educational Diagnosis of the University of Seville (Spain). The aspects to be studied are the development of communication, reflection, and collaborative learning processes during the internship period. After an explicit agreement, 24 students (10 from the course “Professional Practices I” in undergraduate students; and the others from the Master’s) committed to periodically using the blog designed ad hoc for this experience. A content analysis of the speeches posted on the blog was carried out, examining the changes, the advantages, and the disadvantages that this model entailed. It allowed observing similarities and differences between both groups of students. As the main conclusion, there were some differences between the two groups of students, regarding the number, type, and contents of interventions; there were no differences in the assessment of the methodology, all the students thought that it was a very positive assessment of the experience for generating information exchange networks among colleagues and teachers. Finally, the relevance of constant monitoring of the academic tutor was highlighted.

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专业实践发展中的教学创新：协作博客的使用

大学阶段专业实践的发展是高质量技能发展的基本因素。对于很多学生来说，这是在专业环境中的第一次真实体验，因此需要教师的持续监督。本文提出了一项创新的建议，以使用学习管理系统 (LMS)（黑板）来跟进初级教育学位和两个心理教育学和特殊教育需求硕士学位的专业实践。该经验是由塞维利亚大学（西班牙）教学和教育组织、研究方法和教育诊断部门的一组教师开发的。要研究的方面是实习期间交流、反思和协作学习过程的发展。在达成明确协议后，24 名学生（其中 10 名来自本科生的“专业实践 I”课程；其他来自硕士生）承诺定期使用专门为此体验设计的博客。对博客上发表的演讲进行了内容分析，检查了这种模式所带来的变化、优点和缺点。它允许观察两组学生之间的异同。主要结论是，两组学生在干预的数量、类型和内容方面存在一定差异；对方法的评估没有差异，所有学生都认为这是对在同事和教师之间建立信息交流网络的经验的非常积极的评估。最后，