Universidad de Huelva (SPAIN)
About this paper:
Appears in: EDULEARN10 Proceedings
Publication year: 2010
Pages: 127-133
ISBN: 978-84-613-9386-2
ISSN: 2340-1117
Conference name: 2nd International Conference on Education and New Learning Technologies
Dates: 5-7 July, 2010
Location: Barcelona, Spain
The purpose of a Area is a system focused on student work for the achievement of objectives specified in terms of learning outcomes and acquired competencies.
The aim of the study is twofold: to compare generic skills that students of Teacher Training (Preschool and Primary), perceived as necessary for their vocational training with the skills listed in the “White Paper Teaching” and analyze their level of development. It is a cross-sectional design: The sample is composed by 205 students of Teacher Training
A questionnaire "ad hoc" of 30 generic competencies has been applied (instrumental, interpersonal and systemic) based on the Tuning Pattern (González and Wagenaar 2003). In this list were asked to value the importance and level of development achieved in each event by a Likert scale.
The results show that student of Teacher Training seen as most important for a good professional performance are "responsibility", "motivation to work," "achievement motivation", "assertiveness", "general literacy of the profession "," applying theory to practice, ""ability to learn"; the least valued: "leadership", "second language" and "communicaton with other experts". The skills with higher levels of development are "work responsibility”, “achievement motivation," "teamwork", "ability to learn," "ability to apply theory to practice," "work independently" ; less developed: "knowledge of a second language", "communicate with an expert in other areas" and "leadership". It should be noted that the development level is below the level of importance in all competitions. We found significant differences by gender and specialty between Preeschool and Primary.
The first conclusion, we point out that students do not give too much emphasis on interpersonal skills and experience appropriate development in these skills and are too focused on his next work context and little worried about the changing landscape of education.
A second conclusion that can be obtained is the idea of an academician teaching centered on the figure of the teacher in class as students as transmitter and receiver of knowledge, an idea that threatens the development of learner autonomy in making decisions, the critical capacity and self-learning and creativity.
In the light of data obtained in our study, the vision of teaching first-year students differ to some extent, the vision shared by the “White Paper of Teacher”. For our student teacher Training skills focus on accountability, motivation and security in their work and learning-related skills, such as general knowledge, can be applied to practice, solve problems, adapt to new situations and make decisions, aspects that match the profile "classic" for a teacher. But do not take into account that the teacher should obtain training in new technology, or be able to conduct research and innovate in their own professional field.
We conclude that the students have a vision not adjusted to the current reality of a teacher. Suggestions for improvement are proposed to increase teaching quality.
European Higher Education, Competencies, Generic skills.