Research-Based Insights on Initial Teacher Education in Spain

Autor/inn/en	Sancho-Gil, Juana M.; Sánchez-Valero, Joan-Anton; Domingo-Coscollola, Maria
Titel	Research-Based Insights on Initial Teacher Education in Spain
Quelle	In: European Journal of Teacher Education, 40 (2017) 3, S.310-325 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sancho-Gil, Juana M.) ORCID (Sánchez-Valero, Joan-Anton) ORCID (Domingo-Coscollola, Maria)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2017.1320388
Schlagwörter	Educational Research; Teacher Education; Social Change; Foreign Countries; Ethnography; Social Systems; Authoritarianism; Educational Change; Higher Education; International Cooperation; Educational Cooperation; Professional Education; Academic Education; Theory Practice Relationship; Teacher Education Curriculum; Elementary School Teachers; Spain + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Lehrerausbildung; Lehrerbildung; Sozialer Wandel; Ausland; Ethnografie; Social system; Soziales System; Autoritarismus; Bildungsreform; Hochschulbildung; Hochschulsystem; Hochschulwesen; Internationale Kooperation; Internationale Zusammenarbeit; Education; cooperation; Kooperation; Berufsausbildung; Akademische Bildung; Theorie-Praxis-Beziehung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Spanien
Abstract	This paper builds on two research projects on initial and in-service education of teachers, their professional experience, and the pathways they travelled to become teachers. The policy documents analysed and the teachers' professional histories, the micro-ethnographies and the discussion groups developed, allowed us to draw a broad picture of the development of the initial teacher education in Spain. Three fundamental stages were identified: (a) developmentalism and the last stage of Franco's dictatorship; (b) constructing democracy and (c) the implementation of the European Higher Education Area. Our research shows that the reform implemented in each period represented a clear intention to professionalise teachers' work and to move beyond the view of initial education as vocational training by transferring it to the university. Meant a move towards improving the relationship between theory, educational research and practice; and left a set of unfulfilled challenges. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01