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Secondary teachers’ training has become one of the key elements in educational policies in Spain. For more than a decade, university and secondary education teachers have claimed the need to design specific and quality based training for professionals that wanted to become teachers in this specific level, giving special emphasis on the didactics and the psychological aspects involved in the process of teaching and learning with adolescents. In order to cope with this demand, a Master of Secondary School Teacher Training was designed at a national level with specific criteria. This master, as in other European countries, pretends to contribute to the development of the teaching competencies that are necessary to succeed in teaching at this complex educational level. It is addressed to different teaching disciplines, with a general psychopedagogical approach and specific teaching competencies for each domain (i.e. Mathematics, English, etc.) Specifically, at the Universitat Oberta de Catalunya (UOC) the master’s programme wants to contribute to the development of particular aspects such as: (a) Collaboration between novice teachers from different disciplines simulating the real context at schools. UOC’s programme, as coordinator of the pychopedagogical training modules addressed to students of different disciplines, has designed specific tasks that teach and demand students to collaborate between them as interdisciplinary teams. (b) ICT integration into the teaching and learning processes.
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Training new teachers for Secondary Education
Teresa Guasch & Guillermo BautistaDepartment of Psychology and Educacion
VIII international seminar of the UNESCO Chair in e-learning
Teacher training: reconsidering teachers' rolesBarcelona, October 6-7, 2011
• Wiki
•Blogs
“(…) we think that teachers are key for the future and it's a very important profession - and that's why all of the young, talented people want to become teachers”
Ms. Henna Virkkunen. Finland's Minister of Education, Interview March, 2011
(…) Ministers agree that improving the quality of education requires improving the quality of teaching, and therefore of Teacher Education (…).
Education and Training 2020 programme Cluster 'Teachers and Trainers’ Report of a Peer Learning Activity in Reykjavik, Iceland 21-24 June 2010
Outline
Past. How was Teacher’s training designed?
Present. What is the new approach?
Our contributions
Future. Which are the limitations and challenges?
Outline
Past. How was designed Teacher’s training?
Present. What is the new approach?
Our contributions
Future. Which are the limitations and challenges?
Past. How was designed Teacher’s training?
• A compulsory short training course.– Focus on WHAT to teach instead of HOW to teach.– No trust on the training (by students and
professionals).– Conceived as a formality.
• University and Secondary education teachers have been claiming the need to design specific and quality based training for more than a decade.
Outline
Past. How was designed Teacher’s training?
Present. What is the new approach?
Our contributions
Future. Which are the limitations and challenges?
Present. What is the new approach?
• A compulsory 60 EC master programme.• Common structure for all disciplines/students.• Emphasis on the didactic and psycological-pedagogical
characteristics of teaching in each specific discipline: Maths, Biology, Literature, etc.
• Emphasis on the development of social and affective competencies to teach.
• Higher and deeper relationship between schools (teacher educator) and pre-service teachers.
1st Term (30 EC) 2nd Term (30 EC)
- Learning and personality development (5 EC)- Principles and models of educational intervention (5 EC)
- Society, family and education (5 EC)
- Processes and context of education (5 EC)
1st Term (30 EC) 2nd Term (30 EC)
- Specific competencies for each discipline (25 EC):I.e. School educational counsellor, Mathematics, etc.
-Curriculum counselling-Educational intervention for an inclusive education
-Innovation and research
1st Term (30 EC) 2nd Term (30 EC)
- Supervised Practicum + Supervised Internship (14 EC)Distributed along the year in 3 steps:
I) ObservationII) Scaffolded process
III) Autonomous intervention
- Master thesis (6 EC)
1st Term (30 EC) 2nd Term (30 EC)
- Learning and personality development (5 EC)- Principles and models of educational intervention (5 EC)
- Society, family and education (5 EC)
- Processes and context of education (5 EC)
- Specific competencies for each discipline (25 EC):I.e. School educational counsellor, Mathematics, etc.
-Curriculum counselling-Educational intervention for an inclusive education
-Innovation and research
- Supervised Practicum + Supervised Internship (14 EC)Distributed along the year in 3 steps:
I) ObservationII) Scaffolded process
III) Autonomous intervention
- Master thesis (6 EC)
Present. What is the new approach?
• A compulsory 60 EC master programme.• Common structure for all disciplines/students.• Emphasis on the didactic and psycological-pedagogical
characteristics of teaching in each specific discipline: Maths, Biology, Literature, etc.
• Emphasis on the development of social and affective competencies to teach.
• Higher and deeper relationship between schools (teacher educator) and pre-service teachers.
Teachers’ Collaboration
ICT embeded into teachers’
development process
Innovative teaching practice
Present. UOC’s approach
Reflection in-and-about action
Global approach
Teachers’ Collaboration
ICT embeded into teachers’
development process
Innovative teaching practice
UOC’s approach
Reflection in-and-about action
Global approach
Curriculum counselling
Teachers’ Collaboration
ICT embeded into teachers’
development process
Innovative teaching practice
Reflection in-and-about action
Global approach
Present. UOC’s approach
Outline
Past. How was designed Teacher’s training?
Present. What is the new approach?
Our contributions
Future. Which are the limitations and challenges?
Future. Which are the limitations and challenges?
• The design and structure of this programme is not enough flexible to contribute to the development of professional knowledge (different of academic knowledge).
• To develop a closer relationship between “teacher educator” and teaching practices.
• To contribute to the integration of ICT uses into everyday teaching-learning.
Training new teachers for Secondary Education
Teresa Guasch & Guillermo BautistaDepartment of Psychology and Educacion
tguaschp@uoc.edu
VIII international seminar of the UNESCO Chair in e-learning
Teacher training: reconsidering teachers' rolesBarcelona, October 6-7, 2011
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