Abstract:

In recent years it has been questioned all over Europe the quality of teacher training. In our country, there is a social concern about the poor professional preparation of teachers who follow traditional programs. Given the demands of the European Higher Education Area (EHEA) by 2010, the UCJC began a reflection and debate process that led to plan actions that at the same time preserved their own identity, designed to promote change in teachers and ways to plan, develop and evaluate teaching. After four years since its inception, the Faculty aims to analyze the situation of their Degrees in Education, and develop a new instructional model, better adjusted to the demands of society in the XXI century and the new profile of a teacher; a comprehensive model of education that would encourage students’ learning, making it more dynamic and efficient. The purpose of this implementation is to ensure that those who complete their university studies, access to the teaching profession in Early Childhood or Primary, with the best possible training and integrate into the professional world in the most efficient manner. In this process we took into account the standpoints of pupils, teachers and professionals and experts related to the educational world, about the new profile school teacher of the future needs. The purpose of this paper is to show the results of this process showing professors point of view. The sample was formed by 50 teachers who completed a questionnaire ad hoc for the purposes of research. Quantitative analysis of the data shows a picture of how they plan, develop and assess their teaching learning outcomes in students, their training needs and improvement proposals for the title. The results are discussed in terms of their implications for change in the curriculum of the Training Teacher Degrees, according to the profile that society is demanding.

Keywords:

Initial teacher education, educational innovation, EHEA, higher education teaching.