Lifelong Learning Programme

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Science Teachers Training in Spain

Antonio Jesús Torres Gil

CECE, Colegio Santo Tomás de Villanueva.
(Spain)

ajtorresgil@agustinosgranada.es

Abstract

This workshop revises recent changes in teachers´ initial and lifelong training. Initial training, which is now a master, is now longer and includes a more complete evaluation process. Lifelong training is starting to change as regards its approach and methodology and it now focuses on centres ´real needs. However, when assessing both training approaches, it seems that the recent implementation of the new system has been performed in a hasty way and it still shows several weaknesses to be solved.

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FR, BG, CZ, EL, ES, IE, IT, PL, PT, SK, TR (Powered by Google Translator)

Comments about this Paper

Your comments are welcome


Date: 2014.03.29

Posted by Mariusz Jarocki (Poland)

Message: In the introduction of the paper its authors point to the obvious fact that teachers´ training is essential for the proper functioning of the educational system. But then, they note that knowledge is not enough, because teachers also need some pedagogical training and their education has to also include, f.e., contents on the history of scientific ideas. The next part of paper describes teacher training national situation, in very concise and concrete form. Then the authors focus on lifelong training, because, according to the Educational Spanish Law, teacher training is among teachers´ rights and duties. The paper presents opportunities in the context. The authors note that lifelong training should be aimed at approaching teaching from a constructivist point of view such as programs based on the design and development of the curricula or the research of teaching practice. However, there are difficulties in the matter, due to several causes: the short time available on the part of teachers, educational shortages, teachers´ lack of interest in educational research or a scarce culture of collaborative work. The problems are very common in the other countries so experiences and conclusions of our spanish friends are very useful. In particular, their new model of long-life learning, arising in Spain is very interesting. The paper include a concise summary of asessment of the first year of its implementation. I have found the document very helpful and worth of further analysis.

National Reports on successful experiences to promote lifelong learning for chemistry The national reports on chemistry successful experiences to promote lifelong learning for chemistry are now available on the related section of the project portal. The reports presents examples of successful experiences in the partner countries and the results of testing of ICT resources with science teachers.

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