In recent years, there are major changes and innovations in the educational field. These changes are inherent to social changes that give a new direction to teachers’ daily work. The consolidation of these changes, within the reality of the classroom, requires a complex process of internalization of new concepts, approaches, and in general of a new pedagogical practice (the competency-based model). These proposals for a change and/or reforms that we are looking on takes us back to the question: Who will be the main actors of this change? In this case we are not talking about students, but about teachers. In this study we provide an overview of the educational reality of nine primary education (grades 6-12) Spanish teachers, summarizing their personal views about the new teaching models, raining requirements and their requested major concerns. We wish to remark, in advance, on the considerable effort made by teachers to adapt to the new socio-educational reality and face one of the main problems of the Spanish educational system: school failure.
The findings achieved from this study will enable us to obtain important inferences about how to approach future educational reforms, as well as suggest a plan of training that best suits the needs of teachers in active service.
|Keywords:||Teachers Training, Educational Practice, Primary Education|
Profesora Contratado Doctor., Departamento de Didáctica y Organización Escolar, Universidad de Murcia, Murcia, Spain
Profesora Contratado Doctor, Departamento de Didáctica y Organización Escolar, Facultad de Educación, Universidad de Murcia, Murcia, Spain
Universidad de Murcia, Murcia, Spain
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