Future secondary school teachers: beginning their professionalization and building their teaching identity

dc.creator	Antonio Sánchez Asín
dc.creator	José Luis Boix
dc.date	2008-08-01T00:00:00Z
dc.date.accessioned	2015-07-20T23:00:25Z
dc.date.available	2015-07-20T23:00:25Z
dc.identifier	0213-8646
dc.identifier	1575-0965
dc.identifier	https://doaj.org/article/a38fd751b97047208412b6bd085578bb
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/23946
dc.description	Secondary school teacher’s initial training is at a standstill after three educational reforms, beginning with the LOGSE (1990) and sixteen years of permanent changes.This confusing situation has continued for too long. At the present moment the urge for a change in higher education to achieve the Bologna Convergence (2010) provides an excellent opportunity to conclude an obsolete phase and open new ways to professionalize upcoming secondary school teachers, who should be the protagonists in the construction of a more flexible and educated society, which guarantees equity in human development.This research is based on the emerging paradigm, a synthesis of all previous efforts. The methodology used has been participative and holistic; we have thus used different instruments such as self filled-in questionnaires, semi-structured interviews, discussion groups, life stories, DAFO and MAREA questionnaires.We first aimed at unveiling teachers’ needs at the beginning of their professional careers and at defining the development of the key competences for good teaching practices, which are necessary to acquire and exercise quality teaching in the future.The contributions from students enrolled in the CAP (Certificado de Aptitud Pedagógica – Certificate of Pedagogical Aptitude) and CPP (Curso de Cualificación Pedagógica – Course on Pedagogical Qualification) as well as from students at Secondary Education, teachers, members of trade unions, associations of parents, and teachers in several initial teacher training courses are the main sources of information to then reflect on the teaching identity and its professional development.No doubt there are many aspects in which we are interested as regards future teachers, such as:- Teaching trainee- Professional- Curriculum manager- Classroom mediator- Collaborator at school, with the families and the context- A professional capable of regulating the balance of his/her professional competence- Novel teacher who is offered the necessary scaffolding through mentorship
dc.language	Spanish
dc.publisher	Asociación Universitaria de Formación del Profesorado
dc.relation	http://www.aufop.com/aufop/uploaded_files/articulos/1240783236.pdf
dc.relation	https://doaj.org/toc/0213-8646
dc.relation	https://doaj.org/toc/1575-0965
dc.source	Revista Electronica Interuniversitaria de Formación del Profesorado, Vol 11, Iss 2, Pp 31-45 (2008)
dc.subject	Secondary School Teachers
dc.subject	Initial Training
dc.subject	Educational Reforms
dc.subject	Professional Development
dc.subject	Teaching identity
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Future secondary school teachers: beginning their professionalization and building their teaching identity
dc.type	article