Ángel Ezquerra Martínez

Tendencias metodológicas en los docentes universitarios que forman al profesorado de primaria y secundaria

* This article is the result in part of the GR / 35/10-B project developed by Group for Interdisciplinary Research on Teachers’ Professional Skills UCM (Ref. 940562) and financed by Banco Santander and the Universidad Complutense de Madrid. ABSTRACT In Spain, the Espacio Europeo de Educación Superior (EEES) has propelled and developed the current academic structure, but not as much as the new methodological approaches that should go with the new organization of the teaching. Teamwork, seminars, class presentations, debates and so on, are suggested in all the guidelines, but are all of them really put into practice? In this paper the results of research about the design and practice of the activities accomplished by professors are shown, analyzed and discussed. In the research 132 professors took part, from three public universities in Madrid, that work as professors teaching education degree and/or the master’s in secondary teacher training. Data points out, from the statements of professors, that their activities in teachers training are clearly moving away from traditional trends towards identifying with intermediate and constructivist tendencies.In Spain, the Espacio Europeo de Educacion Superior (EEES) has propelled and developed the current academic structure, but not as much as the new methodological approaches that should go with the new organization of the teaching. Teamwork, seminars, class presentations, debates and so on, are suggested in all the guidelines, but are all of them really put into practice? In this paper the results of research about the design and practice of the activities accomplished by professors are shown, analyzed and discussed. In the research 132 professors took part, from three public universities in Madrid, that work as professors teaching education degree and/or the masters in secondary teacher training. Data points out, from the statements of professors, that their activities in teachers training are clearly moving away from traditional trends towards identifying with intermediate and constructivist tendencies.

TENDÊNCIAS METODOLÓGICAS DE PROFESSORES UNIVERSITÁRIOS QUE FORMAM DOCENTES DO ENSINO PRIMÁRIO E SECUNDÁRIO

* This article is the result in part of the GR / 35/10-B project developed by Group for Interdisciplinary Research on Teachers’ Professional Skills UCM (Ref. 940562) and financed by Banco Santander and the Universidad Complutense de Madrid. ABSTRACT In Spain, the Espacio Europeo de Educación Superior (EEES) has propelled and developed the current academic structure, but not as much as the new methodological approaches that should go with the new organization of the teaching. Teamwork, seminars, class presentations, debates and so on, are suggested in all the guidelines, but are all of them really put into practice? In this paper the results of research about the design and practice of the activities accomplished by professors are shown, analyzed and discussed. In the research 132 professors took part, from three public universities in Madrid, that work as professors teaching education degree and/or the master’s in secondary teacher training. Data points out, from the statements of professors, that their activities in teachers training are clearly moving away from traditional trends towards identifying with intermediate and constructivist tendencies.In Spain, the Espacio Europeo de Educacion Superior (EEES) has propelled and developed the current academic structure, but not as much as the new methodological approaches that should go with the new organization of the teaching. Teamwork, seminars, class presentations, debates and so on, are suggested in all the guidelines, but are all of them really put into practice? In this paper the results of research about the design and practice of the activities accomplished by professors are shown, analyzed and discussed. In the research 132 professors took part, from three public universities in Madrid, that work as professors teaching education degree and/or the masters in secondary teacher training. Data points out, from the statements of professors, that their activities in teachers training are clearly moving away from traditional trends towards identifying with intermediate and constructivist tendencies.

Methodological trends in teachers who train primary and secondary teachers

* This article is the result in part of the GR / 35/10-B project developed by Group for Interdisciplinary Research on Teachers’ Professional Skills UCM (Ref. 940562) and financed by Banco Santander and the Universidad Complutense de Madrid. ABSTRACT In Spain, the Espacio Europeo de Educación Superior (EEES) has propelled and developed the current academic structure, but not as much as the new methodological approaches that should go with the new organization of the teaching. Teamwork, seminars, class presentations, debates and so on, are suggested in all the guidelines, but are all of them really put into practice? In this paper the results of research about the design and practice of the activities accomplished by professors are shown, analyzed and discussed. In the research 132 professors took part, from three public universities in Madrid, that work as professors teaching education degree and/or the master’s in secondary teacher training. Data points out, from the statements of professors, that their activities in teachers training are clearly moving away from traditional trends towards identifying with intermediate and constructivist tendencies.In Spain, the Espacio Europeo de Educacion Superior (EEES) has propelled and developed the current academic structure, but not as much as the new methodological approaches that should go with the new organization of the teaching. Teamwork, seminars, class presentations, debates and so on, are suggested in all the guidelines, but are all of them really put into practice? In this paper the results of research about the design and practice of the activities accomplished by professors are shown, analyzed and discussed. In the research 132 professors took part, from three public universities in Madrid, that work as professors teaching education degree and/or the masters in secondary teacher training. Data points out, from the statements of professors, that their activities in teachers training are clearly moving away from traditional trends towards identifying with intermediate and constructivist tendencies.