10 SES 08 C, Teacher Education: Disruption, Drama, Development
We present a research project on the construction of professional knowledge at the initial teacher education for primary school teachers (financed by Spanish Ministry of Economy and Competitiveness during 2012-2015). It is rooted in the exploration of an essential research problem for making decisions regarding the teacher education curriculum. Perhaps like no other, this problem testifies to the increasing complexity of being a teacher in the so-called knowledge societies and economies. At the same time, it offers the opportunity for exploring the answers provided by new undergraduate degree programs to future teachers in order to deal competently with the ever increasingly social demands placed upon the teaching profession at all levels.
The construction of professional knowledge is an issue of continuing interest for research on teacher education, approached from different theoretical and methodological perspectivas. And it is of great value due to the dynamics of what it means to be a teacher at each historical moment; the multidimensionality of professional knowledge, as well as the changing interests of policies on research and teacher education (Ben-Peretz, 2011; Darling-Hammond & Bransford, 2005; Grant, 2008; Feiman-Nemser, 2008; Montero 2001; Munby, Russell & Martin, 2001).
The international literature clearly reflects the key role of initial teacher education in shaping the professional identity of teachers and the idea that professional development should be the goal of any training activity (Cochran-Smith, Feiman-Nemser y McIntyre, 2008; Hudson, Zgaga y Astrand, 2010). Neglecting either would mean decreasing teachers’ competence to face the challenges of practicing their profession in a changing and uncertain world. In this sense, the concepts of activity, continuous learning and reconstruction of professional knowledge should be pillars of the teacher education curriculum and key aspects for interpreting processes and results.
However, the valuation and devaluation of initial teacher education remains a recurring theme in research on teacher education. For some authors (Goodwin, 2008; Hansen 2008), the explanation lies in the difficulties in defining the purpose of it, because, like any other educational enterprise is driven by values that are not shared by all actors involved in its definition (politicians, educational administration, universities, researchers). It is important to note that over time there has been a continuing dilemma between the significance of initial teacher education, formal training as inexcusable and therefore the need for it to have a comparable level of quality other professions most prestigious, and the denial of that value with proposals aimed at disrespecting and even elimination. In this game of contrasts on the value of the initial teacher education, there are also certain visions criticism that attributing the evils of the teaching profession to insufficient training is a hackneyed cliché and poorly proven to work as a kind of alibi (Romero and Luis, 2007).
In this framework, this project aims to identify, analyze and interpret the perceptions of future teachers and teacher educators regarding the knowledge being built while carrying out the curriculum for the degree in primary teacher education and how this knowledge contributes to professional identity. The focus will be on the analysis of the knowledge that is implicated in the so-called basic, generic, or cross-sectional competencies (depending on the source consulted), whether they be posed by the European Commission (2004-2006) or the European Higher Education Area (EHEA) university harmonization process.
Ben-Peretz, M. (2011). Teacher knowledge: What is it? How do we uncover it? What are its implications for schooling? Teaching and Teacher Education 27, 3-9. Bolívar, A. (2002). “¿De nobis ipsis silemus?”: Epistemología de la investigación biográfico-narrativa en educación. Revista Electrónica de Investigación Educativa, 4 (1). Consultado el 5 de febrero de 2012 en http://redie.uabc.uabc.mx/vol4no1/contenido-bolivar.html Cochran-Smith, M.; Feiman-Nemser, S. & McIntyre, D. J. (Eds.) (2008). Handbook of Research on Teacher Education. Enduring Questions in Changing Contexts. Third Edition. Nueva York: Routledge. Cohen, L.; Manion, L. y Morrison, K. (2011). Research methods in education. London: Routledge. Darling-Hammond, L., & Bransford, J. (2005). Preparing Teachers for a Changing World: What Teachers Should Learn and be Able to Do. San Francisco: Jossey-Bass. Feiman-Nemser, S. (2008). Teacher learning: how do teachers learn to teach. In Cochran, M.; Feiman, S. & McIntyre, D. J. (Eds.). Handbook of Research on Teacher Education. Enduring Questions in Changing Contexts. Third Edition. (pp. 697-705). NY: Routledge. Goodwin, A. (2008). Defining teacher quality: Is consensus possible? In M. Cochran-Smith, S. Feiman-Nemser y J. McIntyre (Eds.). Handbook of Research on Teacher Education. Enduring Questions in Changing Contexts.Third Edition. (pp. 399-403). N.Y.: Routledge. Grant C. (2008). Teacher Capacities: knowledge, beliefs, skills, and conmiments. In M. Cochran-Smith, S. Feiman-Nemser y J. McIntyre (Eds.). Handbook of Research on Teacher Education. Enduring Questions in Changing Contexts. Third Edition. (pp.127-200). New York: Routledge. Hansen, (2008). The purposes of teacher education. In M. Cochran-Smith, S. Feiman-Nemser y J. McIntyre (Eds.). Handbook of Research on Teacher Education. Enduring Questions in Changing Contexts. Third Edition. (4-65). Nueva York: Routledge. Krueger, R.A. (1991). El grupo de discusión. Guía práctica para la investigación aplicada. Madrid: Pirámide. Montero, L. (2001). La construcción del conocimiento profesional docente. Rosario (Argentina): Homo Sapiens. Munby, H., Russell, T., & Martin, A. K. (2001). Teachers’ knowledge and how it develops. In V. Richardson (Ed.) Handbook of research on teaching (pp. 877-904). Washington, DC: American Educational Research Association. Romero, J. & Luis, L. (Eds.) (2007). La formación del profesorado a la luz de una “profesionalidad democrática”. Gobierno de Cantabria: Consejería de Educación
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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