Publication: Estudios de postgrado y especialización en las Escuelas Universitarias de Magisterio
Authors
García, Enrique ; Zufiaurre Goikoetxea, Benjamín
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Publisher
Universidad de Zaragoza, Asociación Universitaria de Formación del Profesorado (AUFOP)
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DOI
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info:eu-repo/semantics/article
Description
Abstract
Una vez examinadas las deficiencias y contradicciones del Plan Experimental de 1971 vigente en las E.U.M. se buscan vías alternativas. A continuación se hace un estudio de la Formación de Postgrado, estableciendo sus objetivos, consideraciones a corto y largo plazo y la titulación homologada ó titulación propia. Se tienen en cuenta las actuaciones del M.E.C. en Formación del Profesorado, suponiendo la descentralización de la Formación del Profesorado y reflexionando sobre los Planes de Formación vigentes - las figuras de formador de formadores y responsables de área y significado de la actuación didáctica. Dentro del apartado de experiencias se plantean ofertas y el análisis de los estudios, considerando dentro de este último: el alumno -funcionarios y no funcionarios-, evaluación, profesorado, créditos Doctorado y créditos Estudios Propios y relaciones con los CEP.
Now that the deficiencies and contradictions of the E.U.M. Experimental Plan, 1971, have been examined, other alternatives are being looked for. Studies have been made of in-service training, establishing aims, short-term and long-term considerations and problems about degrees. M.E.C. actions in teacher training are taken into account, supposing that teacher training will be descentralized and thinking about present training plans-training teachers, those responsible for different areas and meaningful didactic action. In the section of work-experience, future proposals and the analysis of studies are established, taking into account in this last one: students, evaluation, teachers, different ways of getting credits for promotion and the relations with C.E.P.s.
Now that the deficiencies and contradictions of the E.U.M. Experimental Plan, 1971, have been examined, other alternatives are being looked for. Studies have been made of in-service training, establishing aims, short-term and long-term considerations and problems about degrees. M.E.C. actions in teacher training are taken into account, supposing that teacher training will be descentralized and thinking about present training plans-training teachers, those responsible for different areas and meaningful didactic action. In the section of work-experience, future proposals and the analysis of studies are established, taking into account in this last one: students, evaluation, teachers, different ways of getting credits for promotion and the relations with C.E.P.s.
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Citation
Revista interuniversitaria de formación del profesorado, V. 4(2), N.6, 1989
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