Publication: La formación inicial en competencias
valorada por los maestros en activo
Authors
Martín del Pozo, Rosa ; De Juanas Oliva, Ángel
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Publisher
Servicio de Publicaciones. Universidad de Murcia
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DOI
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info:eu-repo/semantics/article
Description
Abstract
En
este
artículo
presentamos
los
resultados
de
las
entrevistas
realizadas
a
una
muestra
de
48
maestros
en
activo
de
la
Comunidad
de
Madrid,
previamente
encuestados,
sobre
la
formación
inicial
en
las
competencias
que
consideran
más
y
menos
fundamentales,
y
en
las
que
se
consideran
mejor
y
peor
formados.
Estas
competencias
se
refieren
a:
implicar
a
las
familias
en
el
aprendizaje
de
los
hijos,
educar
en
valores,
dominar
los
contenidos
curriculares
y
utilizar
las
TIC.
Dependiendo
de
la
competencia,
se
privilegia
una
determinada
modalidad
formativa
y
unicamente
en
el
dominio
de
los
contenidos,
la
formación
inicial
se
considera
aceptable.
Finalmente,
se
analizan
los
cambios
propuestos
por
los
maestros
para
mejorar
la
formación
inicial.
In this article we present the results of interviews with a sample of 48 teachers active in the Community of Madrid, previously surveyed on the preservice teacher education received in competencies they consider more fundamental and less, as well as those considered best and formed worse. These competitencies refer to: to involve families in learning of the children, educate in values, dominate the school content and to use ICT. Depending on the competence, it favors a particular mode of training and only for the domain of the school content is considered acceptable. It also discusses the changes proposed to improve preservice teacher education.
In this article we present the results of interviews with a sample of 48 teachers active in the Community of Madrid, previously surveyed on the preservice teacher education received in competencies they consider more fundamental and less, as well as those considered best and formed worse. These competitencies refer to: to involve families in learning of the children, educate in values, dominate the school content and to use ICT. Depending on the competence, it favors a particular mode of training and only for the domain of the school content is considered acceptable. It also discusses the changes proposed to improve preservice teacher education.
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Citation
Revista Electrónica Interuniversitaria de Formación del Profesorado, REIFOP, V. 12, N. 3, 2009
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