Máster de secundaria: análisis de situación en la universidad española

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.

A Way Forward Toward Professionalizing Teacher Education

Amid countless challenges faced by teacher education, public universities, preparing a large share of the nations' teachers, are called upon to a lead the charge of moving the field forward. The American Association of State Colleges and University's Teacher Education Task Force sought to examine current conditions among member institutions. Presidents, provosts and deans of education responded to a survey with their assessment of the current status of teacher education. The results yielded six recommendations for quality teacher education programs. The latter of which stresses professionalizing the field. Further examination of the recommendations reveals gaps between the current landscape and the recommendations. It is through these gaps that a strategic means to advance the professionalization of teacher education is put forth. Advancing the professionalization of teacher education is a collaborative effort of leadership. The process demonstrates and builds momentum from positive impact on communities and the profession itself. It is undergirded by an ethical imperative.

Enhancing Canadian Teacher Education Using a Story Framework

The Accord on Initial Teacher Education was created by the Canadian Deans of Education in 2006 to guide teacher educators across Canada. The Story Model (Drake et al., 1992) is aligned with the principles in the Accord and has proven useful in teacher education. Here it is explored as a framework for curriculum development and as an instructional strategy for students to analyze complex educational issues. This framework uses an inside-outside/past- future approach to analyze current issues and includes personal, cultural and global perspectives. Literacy and emerging new literacies are explored within the framework, as well as traditional assessment and assessment for and as learning. The Story Model looks toward creating a dynamic pan-Canadian “new story” in teacher education. En 2006, l’Association canadienne des doyens et doyennes des facultés d’éducation a créé l’Accord sur la formation initiale à l’enseignement afin de guider les formateurs des enseignants au Canada. Le modèle du récit (Story Model – Drake et al., 1992) correspond aux principes de l’Accord et a démontré son utilité en matière de formation des enseignants. Dans cet article, les auteurs le présentent à titre de cadre de référence pour l’élaboration de programmes d’enseignement, de même qu’à titre de stratégie d’enseignement permettant aux étudiants d’analyser des enjeux pédagogiques complexes. Ce cadre utilise une méthode intérieur-extérieur/passé-présent pour analyser les enjeux actuels et considère les perspectives personnelles, culturelles et globales. Les auteurs étudient la littéracie et les nouvelles littéracies, tout comme l’évaluation traditionnelle et celle qui est au service de l’apprentissage. Le modèle du récit (Story Model) vise à créer un « nouveau récit » pancanadien dynamique en matière d’éducation des enseignants.

Regaining the Love of Learning

This article points to two trends of critical importance for pre-K-12 and postsecondary institutions—the growth of technologies for learning and the need to enhance Indigenous education. With the help of technologies, we must move away from old aspirations of "covering" the curriculum, toward inquiry approaches that help us regain the love of learning. With guidance from the exciting Accord on Indigenous Education drafted by the Association of Canadian Deans of Education, we must transform relations between Aboriginal and non-Aboriginal people across Canada and all educational settings must become beacons of hope for Aboriginal communities.