¿Hay un vacío en la formación inicial del profesorado de matemáticas de Secundaria en España respecto a otros países?

  1. Laura Muñiz-Rodríguez 1
  2. Pedro AlonsoVelázquez 1
  3. Luis J. Rodríguez Muñiz 1
  4. Martin Valcke 2
  1. 1 Universidad de Oviedo
    info

    Universidad de Oviedo

    Oviedo, España

    ROR https://ror.org/006gksa02

  2. 2 Ghent University
    info

    Ghent University

    Gante, Bélgica

    ROR https://ror.org/00cv9y106

Journal:
Revista de educación

ISSN: 0034-8082

Year of publication: 2016

Issue: 372

Pages: 111-140

Type: Article

DOI: 10.4438/1988-592X-RE-2015-372-317 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Revista de educación

Abstract

Initial teacher education is a key factor in the teaching and learning process. Previous studies on educational policies evidence some deficiencies in the quality of teacher training programs in Spain, both in primary education and secondary education. In 2008, Spain participated, along with 16 other countries, in the Teacher Education and Development Study in Mathematics (TEDS-M), an international comparative study which examined how different countries prepared their prospective teachers to teach mathematics in primary and lowersecondary school. The Spanish participation in the study was limited to future primary teachers; but, what is the situation of initial education for future secondary mathematics teachers in Spain? In this paper we present an analysis of initial training programs for future mathematics teachers in secondary education in Spain. First, we study the main characteristics of initial teacher training programs in other countries: organization, structure, duration, access requirements, and professional standards. Next, we analyzed the Spanish situation, starting with a brief historical review of the previous model, and continuing with a detailed description of the current approach. The results show clear differences when comparing Spain with other countries, and indicate the need of introducing measures in order to overcome the current deficiencies of teacher training programs and contribute to the improvement of its quality.

Funding information

Este trabajo ha sido parcialmente financiado por el Campus de Excelencia Internacional de la Universidad de Oviedo.

Bibliographic References

  • Avalos, B., (2005) Secondary Teacher Education in Chile: An assessment in the light of demands of the knowledge society, , http://info.worldbank.org/etools/docs/library/211118/b_avalos.pdf
  • Becker, E.S., Goetz, T., Morger, V., Ranellucci, J., The importance of teachers' emotions and instructional behavior for their students' emotions-An experience sampling analysis (2014) Teaching and Teacher Education, 43, pp. 15-26. , http://doi.org/10.1016/j.tate.2014.05.002
  • Bolívar, A., La formación inicial del profesorado y su identidad profesional (2007) Estudios Sobre Educación, 12, pp. 13-30
  • Caspersen, J., Raaen, F.D., Novice teachers and how they cope (2013) Teachers and Teaching, 20 (2), pp. 189-211. , http://doi.org/10.1080/13540602.2013.848570
  • CEC, (2007) Improving the Quality of Teacher Education, , http://www.atee1.org/uploads/EUpolicies/improving_the_quality_of_teacher_education_aug2007.pdf
  • Echeita, G., Pérez, P., (2010) Teacher Education For Inclusion, , https://european-agency.org/sites/default/files/TE4I-country-report-for-web-Spain.doc, Country Report: Spain
  • Erebus International, (2008) Scoping study on the development of teaching standards in the broader Asia-Pacific Region, , https://www.aei.gov.au/About-AEI/Policy/Documents/BrisbaneCommunique/Teaching_Standarts_pdf.pdf
  • Escudero, J.M., La formación del profesorado de Educación Secundaria: Contenidos y aprendizajes docentes (2009) Revista de Educación, 350, pp. 79-103
  • Esteve, J.M., La profesión docente en Europa: Perfil, tendencias y problemática. La formación inicial (2006) Revista de Educación, 340, pp. 19-40
  • (2013) Supporting teacher competence development for better learning outcomes, , http://ec.europa.eu/education/policy/school/doc/teachercomp_en.pdf
  • Eurydice, (2011) Mathematics Education in Europe: Common Challenges and National Policies, , http://eacea.ec.europa.eu/education/eurydice/documents/thematic_reports/132EN.pdf
  • Font, V., La formación inicial del profesor de matemáticas de secundaria en España (2013) Revista Binacional Brasil Argentina, 2 (2), pp. 49-62
  • Gutiérrez, J.M., La Formación Inicial del Profesorado de Secundaria. Del CAP al Máster (2011) CEE Participación Educativa, pp. 96-107
  • Hattie, J., (2009) Visible learning: A synthesis of over 800 meta-analyses relating to achievement, , New York: Routledger
  • Hill, H.C., Rowan, B., Ball, D.L., Effects of Teachers' Mathematical Knowledge for Teaching on Student Achievement (2005) American Educational Research Journal, 42 (2), pp. 371-406. , http://doi.org/10.3102/00028312042002371
  • Llorent, V., The Institutes of Education Sciences [ICEs] and Teacher Training: A Path of Reform (2012) Procedia-Social and Behavioral Sciences, 46, pp. 3112-3118. , http://doi.org/10.1016/j.sbspro.2012.06.021
  • López-Goñi, I., Goñi, J.M., La competencia emocional en los currículos de formación inicial de los docentes (2012) Revista de Educación, 357, pp. 467-489
  • Manso, J., Martín, E., Valoración del máster de formación de profesorado de educación secundaria: Estudio de caso en dos universidades (2014) Revista de Educación, 364, pp. 145-169. , http://doi.org/10.4438/1988-592X-RE-2014-364-258
  • Ministerio de Educación, Cultura y Deporte, (2013) Datos básicos del sistema universitario español, , http://www.mecd.gob.es/dms/mecd/educacion-mecd/areaseducacion/universidades/estadisticas-informes/datos-cifras/DATOS_CIFRAS_13_14.pdf, Curso 2013-2014
  • Ministerio de Educación y Ciencia, Orden ECI/3858/2007, de 27 de diciembre, por la que se establecen los requisitos para la verificación de los títulos universitarios oficiales que habiliten para el ejercicio de las profesiones de Profesor de Educación Secundaria Obligatoria y Bachillerato (2007) Boletín Oficial Del Estado, 312, pp. 53751-53753. , https://www.boe.es/boe/dias/2007/12/29/pdfs/A53751-53753.pdf
  • Musset, P., Initial Teacher Education and Continuing Training Policies in a Comparative Perspective: Current Practices in OECD Countries and a Literature Review on Potential Effects (2010) OECD Education Working Papers, p. 48. , http://dx.doi.org/10.1787/5kmbphh7s47h-en
  • NARIC, (2012) An assessment of international teacher training systems: Country profiles, , https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/193361/DFE-RR243a_country_profiles.pdf
  • NCTM, (2012) NCTM CAEP Standards (2012)-Secondary (Initial Preparation), , http://www.nctm.org/uploadedFiles/Standards_and_Positions/CAEP_Standards/NCTMCAEPStandards2012-Secondary.pdf
  • OECD, (2014) Indicator D6: What does it take to become a teacher? Education at a Glance 2014: OECD Indicators, , http://doi.org/http://dx.doi.org/10.1787/888933120252, OECD Publishing
  • Quality Assurance Agency, (2000) Benchmark information on the standard for initial teacher education in Scotland, , http://www.scotland.gov.uk/Resource/Doc/156271/0041907.pdf
  • Rico, L., Reflexiones sobre la formación inicial del profesor de matemáticas de secundaria (2004) Profesorado, Revista de Currículum Y Formación Del Profesorado, 8 (1), pp. 1-15
  • Rico, L., Gómez, P., Cañadas, M.C., Formación inicial en educación matemática de los maestros de Primaria en España, 1991-2010 (2014) Revista de Educación, 363, pp. 35-59. , http://doi.org/10.4438/1988-592X-RE-2012-363-169
  • Stokking, K., Leenders, F., De Jong, J., Van Tartwijk, J., From student to teacher: Reducing practice shock and early dropout in the teaching profession (2003) European Journal of Teacher Education, 26 (3), pp. 329-350. , http://doi.org/10.1080/0261976032000128175
  • Struyven, K., Vanthournout, G., Teachers' exit decisions: An investigation into the reasons why newly qualified teachers fail to enter the teaching profession or why those who do enter do not continue teaching (2014) Teaching and Teacher Education, 43, pp. 37-45. , http://doi.org/10.1016/j.tate.2014.06.002
  • Tatto, M.T., Schwille, J., Senk, S.L., Ingvarson, L., Rowley, G., Peck, R., Reckase, M., (2012) Policy, Practice, and Readiness to Teach Primary and Secondary Mathematics in 17 countries. Findings from the IEA Teacher Education and Development Study in Mathematics (TEDS-M), , Amsterdam: IEA
  • UNESCO, (2012) International Standard Classification of Education ISCED, , 2011. Canada: UNESCO Institute for Statistics
  • UNESCO, (2014) ISCED Fields of Education and Training 2013 (ISCEDF 2013), , Canada: UNESCO Institute for Statistics
  • Valle, J.M., Manso, J., La nueva formación inicial del profesorado de Educación Secundaria: Modelo para la selección de buenos centros de prácticas (2011) Revista de Educación, 354, pp. 267-290