ANALYSIS OF THE PROPOSALS FOR THE INITIAL TRAINING IN PRIMARY SCHOOL TEACHERS AT THE UNIVERSITY OF BARCELONA. THE COMPETENCE PROFILE FROM STUDY PLANS TO CURRICULUM DEVELOPMENT
The work we present aims to share the initial results of a broader investigation about the development of teacher’s professional knowledge during the graduate studies.
We have done an analysis on the study plan from a primary teacher in the University of Barcelona, approved by the AQU (Agency for the University quality system of Catalonia) and ANECA (National Agency for Quality Assessment and Accreditation), which is been developed since the course 2009-2010, this means that during the course 2012-2013 the first promotion ends their studies. After these 4 courses of experience, we have considered that it was time to investigate the competential proposal of these studies. Given the epistemological debate that exists in our areas on the concept of competence, we have analyzed the epistemological framework that supports this concept in the study plans, so that it will allow us to interpret the specific proposals and the profile that emerges.
Another one of the problem that we have considered, focuses on the coherence between the study plan and the development of teaching plan for each of the subjects, we can say that we have analyzed and fulfillment the plan study of the degree in the proposed documentary, publicized and communicated to the University community.
The purpose of this documentary analysis is to establish a first scaffold to compare with the existing legislative framework (subject to another communication), that will allow us to deepen from qualitative investigations, how teachers understand the competential proposal that arise and what didactic proposals are made to be developed and evaluated, as well as their perception of the suitability, complexity and adequacy of the prescribed competencies.
To do this, we started from the studies and proposals of Shulman (2005), Le Boterf (2000) Perrenoud (2001, 2004), Colen (2010) and Zabala (2003), among others, as well as the contributions on the development of pedagogical knowledge of Tardif (2004), which has allowed us to establish the dimensions that make up the knowledge considered necessary to form competent teachers, and on this we perform the analysis described before.