La formación del profesorado de Educación Secundaria: contenidos y aprendizajes docentes

Authors

Juan M. Escudero Muñoz Salto de línea Universidad de Murcia. Facultad de Educación. Área de Didáctica y Organización Escolar. Murcia, España.Salto de línea

Abstract

Secondary Education Teacher Training: teaching content and teacher’s learning

The article analyses the contents and capacities that secondary school teacher education programs should work out and develop in the context of the Spanish educational system. Firstly, for the teacher education was responsive, is claimed, on the one hand, the need of taking into account some structural and organizational characteristics of the teachers working in this educational level, singularly diversified, complex and linked to burnout and well documented identity professional crisis; on the other, is outlined the gap between the curricular official finalities and high expectations related to student learning and the real Spanish indicators on school repetition, absenteeism and educational exclusion demanding effective improvement in the next future. Secondly, some issues concerning the contents and teachers´ learning (competencies) of teacher education are summarized. In theory is common one quite extended agreement about the different contents and capacities that the teacher education programs have to consider and develop, but in fact the problems often spring in policy and practices considering the quality, integration and coherence between knowledge, capacities, values and principles. Two particular teacher education programs, being one of them the new teacher education Master, are presented and evaluated in order to clarify some issues related to the theory and practice relationship. Finally one ethic perspective about teacher profession and teacher education is justified and explained, showing its connexion to social justice, equity and a effective democratisation of the education as a human right, to the ethic of the critic, of caring, of teachers professionalism and of the school as a democratic community. This general framework could be worked out in order to clarify the integration and coherence between corresponding knowledge, capacities, dispositions and values of the secondary school initial and inservice teacher education programs. Some implications are outlined also for the teacher education institutions and the teachers of teachers.

Keywords

Secondary school teacher education, contents and capacities of teacher education programs, evaluation of two teacher education programs, ethical framework (social justice and equity, critic, caring, professionalism, democratic community) for teacher and teacher education.