Profesores para el siglo XXIperfil académico, formación inicial y prácticas docentes de los profesores españoles. Introducción

  1. María Castro Morera 1
  1. 1 Universidad Complutense de Madrid
    info

    Universidad Complutense de Madrid

    Madrid, España

    ROR 02p0gd045

Revista:
Revista de educación

ISSN: 0034-8082

Any de publicació: 2021

Títol de l'exemplar: Profesores para el siglo XXI : perfil académico, formación inicial y prácticas docentes de los profesores españoles

Número: 393

Pàgines: 11-36

Tipus: Article

DOI: 10.4438/1988-592X-RE-2021-393-495 DIALNET GOOGLE SCHOLAR lock_openAccés obert editor

Altres publicacions en: Revista de educación

Resum

The paper presents a review of the initial academic characteristics, training and professional activity of Spanish teachers. It is framed within the current debate on teacher quality and its impact on the results of the educational system. Theoretical and conceptually, the study adopts the meta-research approach. Methodologically, a review of the literature on the subject is carried out to allow a well-founded reflection on the differential characteristics of Spanish teachers with respect to other teachers in other educational systems. In order to do that, some of the most relevant and high impact works published in recent years are considered. First, the academic profile of the aspiring teacher is characterized through a review of the literature and some data from the Spanish University System. Next, we present a comparative view of some formative elements and common teaching practices obtained, essentially, through the GTI and TALIS studies of the OECD. These include instructional practices (quality of discourse, quality of the subject matter presented and cognitive involvement of the student) and the formative profile declared by the teachers. The conclusions point to the fact that the differential profile of aspiring and practicing teachers is not clearly different from that of teachers in other educational systems, except in issues related to initial training in the disciplinary content of teaching and training in digital competence. The article closes with some reflections on possible challenges for the renewal of teacher training in the next decade and with a formal presentation of this monograph.

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Informació de finançament

This work is based on observations made with the Spitzer Space Telescope, which is operated by the Jet Propulsion Laboratory, Caltech, under NASA contract 1407. Support for this work was provided by NASA through contract number 1257184 issued by JPL/Caltech. K. L. was supported by grant NAG5-11627 from the NASA Long-Term Space Astrophysics program. This publication makes use of data products from the Two Micron All Sky Survey (2MASS), which is a joint project of the University of Massachusetts and IPAC/Caltech, funded by NASA and NSF.

Finançadors

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Fuente de los datos: Dialnet