The monograph «Development of Professional Knowledge in Initial Teacher Training», of the «Journal Curriculum and Teacher Training» (Vol .21, No. 1) has been published. Coordinated by Lourdes Montero and Esther Martínez Piñeiro (members of Stellae Research Group) and Maite Colén of the University of Barcelona [Link https://recyt.fecyt.es/index.php/profesorado/issue/view/3068]
The monograph gives an account of the project «Development of professional knowledge through the master’s degree curriculum in Primary Education. Perspectives of students and teachers», funded by the Ministry of Economy and Competitiveness, (EDU2012-39866-C0-01 and 02) carried out by the University of Santiago de Compostela and the University of Barcelona.
Some of the articles that you can find in this issue are:
SOCIAL DEMANDS AND INITIAL TRAINING OF THE TEACHERS: A DEAD END? – María-Helena Zapico-Barbeito, Esther Martínez Piñeiro, María Lourdes Montero Mesa https://recyt.fecyt.es/index.php/profesorado/article/view/ 58051
INFLUENCES PRIMARY TEACHER DEGREE STUDY PLANS IN PROFESSIONAL KNOWLEDGE OF TEACHERS. THE CASE OF THE UNIVERSITY OF SANTIAGO DE COMPOSTELA – Adriana Gewerc, Almudena Alonso Ferreiro https://recyt.fecyt.es/index.php/profesorado/article/view/58047
DILEMMAS AND CHALLENGES OF EDUCATIONAL TECHNOLOGY IN THE EEES: PERCEPTIONS AND BELIEFS OF FUTURE TEACHERS- Ana Rodríguez Groba, Fernando Fraga https://recyt.fecyt.es/index.php/profesorado/article/view/58055
The objectives of the research are:
1. To inquire the perceptions of trainers and students about the professional knowledge built in the development of the curricula of the Master Degree in Primary Education and its influence in the configuration of their teaching identity.
2. To know the perspectives of students and trainers on the relations between theory and practice that occur in the curriculum.
3. To analyse the adequacy of the process of building knowledge to the new demands of the EHEA.
4. Compare similarities and differences in the perceptions of those involved – students and trainers – belonging to different institutional contexts.
5. To analyse the evolution of the perspectives and professional expectations of the future teachers on the acquired professional knowledge, mainly those linked with the demands of the knowledge society.
