scholarly journals Máster de secundaria: análisis de situación en la universidad española

2020 ◽  
Vol 38 (1 Marzo-Ju) ◽  
pp. 183-208
Author(s):  
Víctor López Ramos ◽  
Rocío Yuste Tosina ◽  
Pello Urkidi Elorrieta ◽  
Daniel Losada Iglesias
Keyword(s):  
Teacher Training ◽  
Teaching Staff ◽  
Education Teacher ◽  
Initial Teacher Training ◽  
Great Heterogeneity ◽  
Professional Profile ◽  
Spanish Universities ◽  
Deans Of Education ◽  
The University ◽  
Implementation Data

Este artículo pretende dar respuesta a la preocupación surgida en la Conferencia de Decanos de Educación de las Universidades españolas sobre la implantación y desarrollo del Máster que habilita para la profesión docente en la enseñanza secundaria. Hemos tratado de aportar datos que sirvan como mapa de situación acerca de la realidad de estos estudios y las diferencias en su implantación. El trabajo se ha elaborado a partir de las respuestas obtenidas a un cuestionario que cumplimentaron 35 universidades, de las 72 que imparten el Máster en España. Los resultados muestran una gran heterogeneidad, principalmente, en cuatro aspectos: la oferta de plazas y de especialidades, la estructura del plan de estudios, el perfil profesional del profesorado que imparte docencia en el mismo y la realización del Practicum y del Trabajo de Fin de Máster. Del estudio, se concluye la necesidad de que el Máster deba gestionarse académicamente por los centros universitarios responsables de la formación inicial del profesorado, así como la exigencia de una clarificación precisa, por parte de las agencias de evaluación, que homogenice los criterios de acreditación para el conjunto de universidades y comunidades autónomas. This article aims to respond to the concern raised in the Conference of Deans of Education of Spanish Universities regarding the implementation and development of the Master’s Degree in Secondary Education Teacher Training. We aim to provide data that serve as a situation map about the reality of these studies and the differences in their implementation. Data were obtained through a questionnaire completed by 35 universities, of the 72 that teach this master’s in Spain. The results show a great heterogeneity, mainly in four aspects: the offer of seats and specialties, the structure of the curriculum, the professional profile of the teaching staff and the development of school trainings and master’s theses. The results highlight the need for the master’s to be managed academically by the university faculties in charge of initial teacher training, as well as the need for precise clarifications, on the part of the evaluation agencies, with a view to homogenizing accreditation processes for all universities.

scholarly journals Evolución de los planes de estudio de Educación Física y Ciencias de la Actividad Física en la Universidad de León: estudio de un (fra)caso (Evolution of the syllabi in physical education and physical activity sciences at the University of León: a (failur

Retos ◽  
2015 ◽  
pp. 101-107
Author(s):  
Miguel Vicente Pedraz ◽  
María Paz Brozas Polo
Keyword(s):  
Physical Activity ◽  
Data Analysis ◽  
Teacher Training ◽  
Physical Education ◽  
University Reform ◽  
Initial Teacher Training ◽  
Fundamental Transformation ◽  
The University

Este artículo analiza la evolución de los planes de estudio de educación física y ciencias de la actividad física en la Universidad de León desde su implantación en 1987. Aunque es un estudio de un caso, se plantea como ejemplo del proceso de transformación de dichos estudios en España en los últimos 25 años. El análisis de los datos permite colegir que en este tiempo dichos estudios han sufrido una transformación de fondo al calor de los saberes hegemónicos: la formación humanística, social y pedagógica ha sido sustituida por materias de índole deportivo. Se argumenta que esta transformación provocará cambios en el perfil de los titulados y, eventualmente, puede redefinir el significado y las funciones de la educación física escolar.Palabras clave: planes de estudio, formación inicial de profesores, reforma universitaria, educación física.Abstract: This article analyzes the evolution of the syllabi in physical education and physical activity sciences at the University of León since its introduction in 1987. Although this is a case study is presented as an example of the transformation of these studies in Spain in the last 25 years. The data analysis can infer on that at this time these studies have undergone a fundamental transformation in the heat of the hegemonic knowledge: the humanistic, social and pedagogical education, has been replaced by maters subject sport competitions the humanistic, social and pedagogical education has been replaced by sports. It argues that this transformation will change the profile of graduates and may eventually redefine the meaning and functions of school physical education.Key words: syllabi, initial teacher training, university reform, physical education.

LA CONSTRUCCIÓN DE LA IDENTIDAD PROFESIONAL DEL MAESTRO DE PRIMARIA DURANTE SU FORMACIÓN INICIAL. EL CASO DE LA UNIVERSIDAD DE BARCELONA

2017 ◽  
Vol 21 (1) ◽  
pp. 103-122
Author(s):  
Beatriz Jarauta Borrasca ◽  
María José Pérez Cabrera
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Teacher Identity ◽  
Teaching Practice ◽  
Primary Teacher ◽  
Teaching Staff ◽  
Initial Teacher Training ◽  
Primary Teacher Education ◽  
Education Degree ◽  
Educación Primaria

Resumen:¿Cómo se aprende a ser docente? ¿Cómo influye la formación inicial en la construcción de la profesionalidad e identidad como maestro? Ante estas preguntas, la investigación “Desarrollo del conocimiento profesional a través del plan de estudios del grado de maestro en educación primaria. Perspectivas del alumnado y profesorado” (EDU2012-39866-C02-02), pretende comprender los procesos que los estudiantes del Grado de Magisterio en Educación Primaria, de la Universidad de Barcelona, llevan a cabo para la construcción de su identidad profesional. Para ello, desde una metodología de carácter cualitativo basado en el estudio de casos, se aplicaron diversos instrumentos de recogida de información (tales como relatos, grupos de discusión y entrevistas) que permitieron un acercamiento desde la visión del estudiantado, del profesorado de universidad y del profesorado de centro escolar. A la luz de los resultados obtenidos, puede determinarse la influencia de sus experiencias previas, atravesadas por una elevada motivación que, a medida que avanzan en la formación, va adquiriendo tintes de realidad al asumir cada vez más una mirada desde el punto de vista de futuro maestro, y no tan anclada en la perspectiva del alumno. El hito de mayor relevancia en la construcción de su identidad se produce durante el practicum, pues es el escenario en el que se ponen en cuestión sus ideas, expectativas, preconcepciones… Acompañar la transición entre la idealización inicial de escuela y maestro hacia la recomposición de la profesionalidad y la construcción de su propia identidad, son funciones clave de la formación inicial. Abstract:How does one become a teacher? What makes a teacher? How does initial teacher training influence the development of professionalism and identity as a teacher? Faced with these questions, the aim of the research paper titled "The development of professional knowledge through the Primary Teacher Education Degree programme. Students’ and teachers’ perspectives" (EDU2012-39866-C02-02) is to understand the processes students undergo in the construction of their professional identity while pursuing a Primary Teacher Education Degree at the University of Barcelona. Following a qualitative type methodology based on case study, we used various data collection tools (such as stories, discussion groups and interviews) that allowed us to gain greater insight into the viewpoint of students, university teaching staff and cooperating teachers. In light of the results obtained, it is possible to determine the influence of previous experiences embedded in the high motivational levels of these students. Then, as they advance through their training, they begin to acquire hints of the reality of teaching and gradually assume a teacher’s frame of mind, less anchored in the student's perspective. The most important milestone in the construction of a teacher identity occurs during teaching practice; the setting in which a teacher’s ideas, expectations, preconceptions, etc. are put to the test. Accompanying the transition from the initial idealisation of the school and the teacher towards greater professionalism and the construction a teacher’s own identity are key functions of the initial teacher training.

scholarly journals International university rankings as a quality measure for the Spanish universities

2019 ◽  
Vol 5 (2) ◽  
pp. 33-44
Author(s):  
F. García
Keyword(s):  
Quality Control ◽  
Well Being ◽  
Teaching Staff ◽  
University Rankings ◽  
National Agency ◽  
Control Activity ◽  
University System ◽  
International University ◽  
Spanish Universities ◽  
The University

In Spain, the functions assigned to the University are varied and have changed over time. Currently, it is considered that university activity should be focused on improving the well-being of the society in which the university is located. Thus, any quality control of the Spanish university system must consider whether the university is fulfilling the purposes that society has assigned to it. In Spain, the task of quality control of universities is mainly assigned to the National Agency for Quality Assessment and Accreditation (ANECA). In principle, through different programs, this agency evaluates different aspects of the Universities. However, as can be seen in this research, the control activity is limited to university degrees and the activity of the teaching staff. Moreover, this control hardly measures to what extent the University system is achieving its goals.

Technological Skills and Initial Teacher Training

2017 ◽  
Vol 8 (3) ◽  
pp. 39-54 ◽  
Author(s):  
Antonella Nuzzaci
Keyword(s):  
Higher Education ◽  
Teacher Training ◽  
Education Technology ◽  
Primary Teacher ◽  
Professional Conduct ◽  
Teachers Perceptions ◽  
Initial Teacher Training ◽  
Primary Teacher Education ◽  
Digital Skills ◽  
The University

This article describes how the use of education technology by those responsible for teacher training is one of the training issues that are often associated with the importance of enhancing didactic efficiency and the procedural and logistical difficulties associated with the instructional design that are identified as the main sources of concern in the professionalization of teachers and sometimes lead to unjustified assumptions about the very nature of the formation. Understanding attitudes towards ICT is important in determining whether future teachers' perceptions about the advantages or disadvantages of using ICT in higher education may condition their proper use in teaching as this provides the basics for professional conduct that is most appropriate. The present article aims to investigate the attitudes of personal and didactic use of technologies and the perception of their digital skills in students attending the Degree Course in Primary Teacher Education at the University of Aquila Studies.

scholarly journals WHAT HISTORY DO FUTURE TEACHERS OF EARLY CHILDHOOD EDUCATION THINK IS RELEVANT?

2019 ◽  
Vol 49 (172) ◽  
pp. 96-119
Author(s):  
Pilar Rivero ◽  
Julián Pelegrín
Keyword(s):  
Early Childhood ◽  
Teacher Training ◽  
Early Childhood Education ◽  
Student Teachers ◽  
Historical Thinking ◽  
Second Order ◽  
Historical Event ◽  
Education Teacher ◽  
Childhood Education ◽  
The University

Abstract The present study examines the perception of historical relevance that student teachers of Early Childhood Education have at the University of Zaragoza (Spain). Six hundred and sixty historical stories written by the students are analyzed in conjunction with texts that justify the choice of one historical event or another. The research seeks to determine the major historical contents that are considered relevant and relate them to the typology of the narratives. Historical relevance is a second-order concept of basic historical thinking in Early Childhood Education teacher training as, although the curriculum for this stage does not include historical content, it does include objectives that enable these topics to be addressed.

scholarly journals Mahara como red social y portafolio digital en los nuevos contextos de formación inicial docente. Un estudio de casos

2020 ◽  
Vol 20 (62) ◽  
Author(s):  
Laura de la Concepción Muñoz González ◽  
Encarna Soto Gómez
Keyword(s):  
Social Networks ◽  
Teacher Training ◽  
Digital Media ◽  
Teaching Staff ◽  
Redes Sociales ◽  
Training Experience ◽  
Academic Field ◽  
La Red ◽  
Nativos Digitales ◽  
The University

El objetivo de esta investigación es comprender las virtualidades y limitaciones de la red social y portafolio digital Mahara en la formación inicial docente. En los últimos años, los medios digitales, entre los que destacan las redes sociales, han incrementado su influencia en los distintos ámbitos de la vida cotidiana. Las aulas, ocupadas ya por nativos digitales, ponen de manifiesto la necesidad de incorporar en la educación herramientas que permitan transferir las funcionalidades que tanto nos atraen de las redes sociales (interactividad, sociabilidad, facilidad para crear espacios de intimidad, personalización y acceso a información ilimitada) al ámbito académico, especialmente en la formación del profesorado novel. Mahara parece favorecer el desarrollo de competencias docentes a través de la integración de lo formal y lo social. En este sentido, se ha llevado a cabo un estudio de casos conformado por un grupo de estudiantes de Educación Infantil de la Universidad de Málaga y su profesorado, quienes utilizan Mahara en varias asignaturas. El análisis y triangulación de los datos dio lugar a siete categorías emergentes que nos permiten conocer mejor las potencialidades y desafíos de la herramienta a través de la singularidad de lo que podría considerarse como una buena experiencia formativa. The objective of this research is to understand the virtualities and limitations of the Mahara social network and digital portfolio in initial teacher training. In recent years, digital media, among which social networks stand out, have increased their influence in different areas of daily life. The classrooms, already occupied by digital natives, highlight the need to incorporate into education tools that allow transferring the functionalities that attract us so much from social networks (interactivity, sociability, ease to create spaces of intimacy, personalization and access to information unlimited) to the academic field, especially in the training of new teachers. Mahara seems to favor the development of teaching competencies through the integration of the formal and the social. In this sense, a case study has been carried out consisting of a group of students of Early Childhood Education of the University of Malaga and its teaching staff, who use Mahara in various subjects. The analysis and triangulation of the data gave rise to seven emerging categories that allow us to better understand the potential and challenges of the tool through the uniqueness of what could be considered as a good teacher training experience.

scholarly journals O diálogo como experiência constituinte na formação inicial do professor de Matemática

2021 ◽  
Vol 16 ◽  
pp. 1-14
Author(s):  
Francisco Jeovane do Nascimento ◽  
Eliziane Rocha Castro ◽  
Luciana Rodrigues Leite ◽  
Maria Socorro Lucena Lima
Keyword(s):  
Teacher Training ◽  
Undergraduate Students ◽  
Qualitative Approach ◽  
International Integration ◽  
Initial Teacher Training ◽  
Theoretical Category ◽  
The University ◽  
Afro Brazilian ◽  
Mathematics Course

Based on the Freirean premises, this work makes explicit the dialogical relevance in initial teacher training, being the result of an experience developed in the context of the Supervised Internship with 14 undergraduate students of the Mathematics course of the University for International Integration of the Afro-Brazilian Lusophony (UNILAB). In this investigation, the dialogue assumes the condition of theoretical category, and the methodological assumptions are based on the qualitative approach. The reflections coming from this dialogic moment highlight the importance of the contact of teachers in training with more experienced professionals and strengthen the Supervised Internship as an opportunity to contact diverse practices and knowledge, beyond the knowledge of the complexity that permeates the school.

scholarly journals Integrating Sustainability in the Business Administration and Management Curriculum: A Sustainability Competencies Map

2021 ◽  
Vol 13 (16) ◽  
pp. 9458
Author(s):  
Dolors Gil-Doménech ◽  
Nina Magomedova ◽  
Eugenio José Sánchez-Alcázar ◽  
Matilde Lafuente-Lechuga
Keyword(s):  
Business Administration ◽  
Teaching Staff ◽  
The Sustainable Development ◽  
Higher Education System ◽  
Top Managers ◽  
Development Goals ◽  
University Level ◽  
Spanish Universities ◽  
The University ◽  
Management Curriculum

This study presents a sustainability competencies map (SCM) for Business Administration and Management (BAM) disciplines as a tool to support education in sustainability at the university level. The study describes in detail the design and elaboration of the map based on the competencies defined by the Conference of Rectors of Spanish Universities (CRUE) and complemented with the Sustainable Development Goals (SDG) adopted by the United Nations. In addition, to externally evaluate the proposed SCM, we conducted a series of interviews with top managers and founders of five organizations that vary in size and industry. As the main contribution, the SCM for BAM studies is presented, containing 58 learning objectives. The qualitative research framework performed to obtain evidence from the interviewees showed that the holistic dimension of the proposed SCM is highly valued by the interviewed practitioners. Additionally, the SCM’s division of competencies into three levels of achievement was considered practical and helpful to measure them. Finally, the interviewees expressed concerns regarding the implementation of the SCM in real classroom, calling for the necessity of special training for teachers and flexibility of higher education system. Reinforced by the interviewees’ opinions, we believe that the SCM for BAM education presented here will facilitate the design of different methodologies by the teaching staff to guide students towards compliance with the 17 SDGs in 2030.

scholarly journals Relevancia del profesorado universitario en la formación pedagógica/ Relevance of university teaching staff in pedagogical training

2020 ◽  
pp. 419-432
Keyword(s):  
Teacher Training ◽  
Essential Element ◽  
University Teaching ◽  
Teaching Staff ◽  
Future Teachers ◽  
University Professors ◽  
Pedagogical Training ◽  
Depth Study ◽  
The University

Resumen La formación de profesores constituye un determinante estructural del progreso de los países y de las oportunidades de las personas. A su vez, la calidad del cuerpo académico universitario es un elemento fundamental que explica los procesos formativos. En este contexto, el objetivo de la investigación consiste en analizar la relevancia del profesorado universitario, específicamente, en los procesos de formación inicial docente. La investigación es de naturaleza cualitativa descriptiva que a través de una entrevista a 20 actores clave, emplea la teoría fundamentada y el análisis axial para un estudio en profundidad de las relaciones subyacentes entre las dimensiones en evaluación. Los resultados muestran que la calidad de los profesores universitarios es de la mayor importancia, en tanto los estudiantes tienen desventajas en su preparación de origen y, más aún, cuando los educadores tienen la responsabilidad de la preparación integral de sus alumnos y son el modelo sobre el que se proyecta el desempeño de los futuros docentes. Se concluye, que la calidad del cuerpo académico constituye un elemento esencial en la preparación intelectual, profesional y valórica de quienes ejercerán como futuros profesores, por cuanto los primeros son la principal referencia que los estudiantes tienen en su proceso formativo. Abstract Teacher training constitutes a structural determinant of the progress of countries and of people's opportunities. In turn, the quality of the university academic body is a fundamental element that explains the training processes. In this context, the objective of the research is to analyze the relevance of university teaching staff, specifically, in the processes of initial teacher training. The research is qualitative and descriptive in nature that, through an interview with 20 key actors, uses grounded theory and axial analysis for an in-depth study of the underlying relationships between the dimensions under evaluation. The results show that the quality of university professors is of the utmost importance, as students have disadvantages in their preparation of origin and, even more so, when educators have the responsibility of the integral preparation of their students and are the model on which is projected the performance of future teachers. It is concluded that the quality of the academic body constitutes an essential element in the intellectual, professional and value preparation of those who will act as future teachers, since the former are the main reference that students have in their training process.

scholarly journals Mujeres y universitarias: historia de un desencuentro en la universidad española contemporánea

2009 ◽  
pp. 357 ◽  
Author(s):  
Raquel Poy Castro
Keyword(s):  
Gender Bias ◽  
Academic Career ◽  
Female Students ◽  
Academic Disciplines ◽  
Teaching Staff ◽  
Academic Status ◽  
The Past ◽  
University Level ◽  
Spanish Universities ◽  
The University

En las últimas décadas, las bajas tasas de mujeres que cursan estudios universitarios, así como el hecho de que esas tasas se han ido incrementando, han sido analizadas por investigadores en España así como en Europa y otros países. En nuestro análisis, hemos observado que las tasas femeninas de estudiantes están creciendo año tras año pero con significativas diferencias entre disciplinas académicas. Por esta razón, nuestro propósito ha sido recoger datos de las universidades españolas, de cara a observar tendencias y sus orígenes. Nuestro estudio incluye porcentajes de mujeres enroladas en las diversas áreas académicas de estudios en las universidades españolas, comparadas con los porcentajes en el conjunto de la Academia. También incluye algunos datos sobre los porcentajes de mujeres entre los estudiantes de doctorado, así como entre el personal docente de los<br />departamentos en las facultades, y los comparamos según el estatus académico. Finalmente, presentamos algunas conclusiones sobre las barreras en la carrera académica para las profesoras en las universidades españolas entre 1978 y 2008. Estos datos revelan los crecientes porcentajes de mujeres que durante los pasados años han<br />seguido estudios superiores. También muestran algunas diferencias entre áreas académicas, y asimismo que existe una significativa tendencia de género en el acceso de<br />las estudiantes graduadas a las categorías superiores del personal docente.<br /><br />In the last decades, the low rates of women that follow studies at the university level, as well as the fact that those rates are increasing, have been analyzed by researchers in<br />Spain, as well as in Europe and in some other countries. In our analysis, we have seen that female students’ rates are increasing year after year but with significant differences<br />between academic disciplines. For this reason, our purpose was to compile data from Spanish universities, in order to see the tendencies and their origins. Our study includes<br />percentages of women enrolled in the diverse academic areas of studies at the Spanish universities, compared to the percentages in the whole Academia. It also includes some data on the percentages of women among PhD students, as well as among the teaching staff of the departments in the faculties, and we compare them by academic status. Finally, we present some conclusions on the barriers in the academic career for female professors in the Spanish universities between 1978-2008. These data reveal the increasing percentages of women that for the past last years have followed higher studies. They also show some differences among academic areas, and also that there is a significant gender bias in the access of graduated female students to the upper categories of teaching staff.<br /><br />

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