Abstract:

The adjustment to the formative needs of the future teachers of Primary School, supposes that their pedagogic instruction must be done depending on the capacities that they have. First, that their reality and professional identity has to attend to the social relations; secondly, that their development in curricular topics has to attend the knowledge and command of active methodologies; and, finally they have to be autonomous to take decisions. These are capacities that benefit the development of cross curricular and specific competences which are necessary to teach knowledge related to the Experimental Sciences.

The improvement of the educational quality can be a success by means of the design of proposals of didactic intervention that favor the development of these competences. Nevertheless, this formative action would be incomplete if we don´t deal with the different steps of reflection that forms the quality process in depth: education process, offers of change, knowledge of the subject that is going to be given, etc.

We talk about a new conception of the education, in which not only the new standards are important, but also the connection between the various activities and procedures to acquire learnings or the accreditation of the acquired learnings. To achieve it, the student needs to get a progressive autonomy. This autonomy must be acquired by means of a process of “learn to learn”.

Our research tries to know if the students of the Spanish Teacher’s Degree of Primary School, registered in the subject ”Sciences of the Nature and its Didactics”, have acquired the cross curricular competences “capacity of organization and planning” and “sensibility towards environmental topic” and the specific competence “to design and develop educational projects and planning units”. The command of these three competences is going to allow them to adapt the curriculum to the socio-cultural context for the Obligatory Stage of Primary School.

So, the aim of our contribution is to know the degree of achievement of the competences selected by means of the design and offer of proposals of didactic intervention that favor their development by the student of this subject.

In a general way, we can indicate as conclusions that, though, almost the totality of the students that have taken an active part in the study are aware enough towards environmental topics, on the other hand they have not developed in a satisfactory way the competence “to design and develop educational projects and planning units” so, the great majority of them, are not prepared to adapt the curriculum of Primary School to the socio-cultural context in his future as teachers.

Keywords:

Proposals of didactic intervention, Primary school, Cross curricular competences, Specific competence.