Professional experience of the university teachers that form the primary and secondary education teachers and their methodological trends
Article Sidebar
Main Article Content
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.
Downloads
Article Details
Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
NonCommercial — You may not use the material for commercial purposes.
NoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License
References
De la Cruz, M.; Pozo, J.I.; Huarte, M.F. y Scheuer, N. (2006). Concepciones de enseñanza y prácticas discursivas en la formación de futuros profesores. En: J.I. Pozo et al., Nuevas formas de pensar la enseñanza y el aprendizaje. Barcelona: Graó.
De-Juanas, A. (2010). Contemplando Bolonia: una década de acontecimientos en la formación del Espacio Europeo de Educación Superior. Foro de Educación, 12, 69-91.
De-Juanas, A. y Beltrán, J.A. (2014). Valoraciones de los estudiantes de ciencias de la educación sobre la calidad de la docencia universitaria. Educación XXI, 17(1), 59-82.
Diestro, A. y Hernández, J.L. (2012). La dimensión Europea en la Formación del Profesorado. En E.Fernández y E. Rueda, La Educación como elemento de transformación social (pp. 115-124). Valladolid: UVA.
Gargallo, B. (2008). Estilos de docencia y evaluación de los profesores universitarios y su influencia sobre los modos de aprender de sus estudiantes. Revista Española de Pedagogía, 241, 425-446.
González Sanmamed, M., y Raposo Rivas, M. (2008). Necesidades formativas del profesorado universitario en el contexto de la convergencia europea. Revista de Investigación Educativa, 26(2), 285-306.
Meirink, J. A., Meijer, P. C., Verloop, N., & Bergen, T.C. (2009). Understanding teacher learning in secondary education: The relations of teacher activities to changed beliefs about teaching and learning. Teaching and Teacher Education, 25, 89 –100.
Skamp, K. & Mueller, A. (2001). A longitudinal study of the influences of primary and secondary school, university and practicum on student teachers’ images of effective primary science practice. International Journal of Science Education, 23(3), 227-245.