Professional experience of the university teachers that form the primary and secondary education teachers and their methodological trends
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Abstract
The implementation and development of the EHEA has determined the structure of the different degrees in which, in general, the education professionals are formed, and the teachers of Primary and Secondary, in particular. But this new legislation has also tried to influence the methodological approaches with a result difficult to evaluate. Thus, for some authors, the European guidelines have been taken as a dogma too rigidly, while for others, these guidelines do not appear to have had significant echo in the practice. One of the explanatory variables of this phenomenon may be the years of professional experience of university teachers. In order to analyze their influence, we discuss some of the results of research funded by the UCM and the Community of Madrid. To do this, it was attended by 132 teachers which develope their teaching role in the Degree of Master of Primary and / or the Master of Secondary Teacher School of three public universities of Madrid (UCM, UAM and UAH). The data collected suggests that years of experience have a direct influence on the characteristics of the procedures involved in performing design activities. Thus, teachers with more and less experience are positioned in the constructivist category. Moreover, the intermediate category that is between a traditional position and the constructivist approach only has a remarkable number of representatives among novice teachers.
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