Abstract:

The adaptation of professional profiles from different University degrees to new social and labour demands for their graduates requires the design of intervention programs, which enable the development of crosscurricular competences. This change demands a revision of didactic methodologies and materials; therefore, they will be adapted to the appropriate development of the new competences demanded.
After having reflected on those competences in which our students, of the Spanish Teacher's Degree, demonstrate to be less qualified, we considered the need to choose three competences in order to prove their training grade, and later, to carry out the pertinent didactic intervention aimed at improving it according to the current demands of Science subjects.
From that point of view, and based on the White Paper of the Spanish graduate title on Teacher’s Degree, nowadays the roles and responsibilities of teachers have broadened, mainly in three aspects:
a).- New demands in the training process of prospective teachers.
b).- Knowledge acquisition and information access.
c).- Need of personal training and on social skills.
The above-mentioned three competences chosen to be developed in this work are as follows: “ability to manage information”, “ability to work collaboratively” and “problem-solving ability”.
These competences are overlapped in the development of the professional profile of the prospective teacher.
Our main goal is to prove the adaptation of the recent graduates to the demands of their future working environment in relation with the above-mentioned three competences, to be able to carry out the appropriate didactic intervention in the pursuit of its improvement.
The objectives of our contribution are about the reflection on the recent training needs of teachers in their university studies, related to the development of competences linked to the new profile of the teacher -proposed by the ESHE- and the design of necessary interventions in the classroom to achieve the improvement of such competences by our students.
During the academic year, a group of interventions meeting the objectives established in the working plan and respecting the schedule settled were developed. After obtaining evidence showing the development grade of such competences, we proceeded with the elaboration of an intervention program for their development.
The importance of this contribution is justified thanks to the entry into force of the new Graduate Titles and the necessary adaptation of teachers and graduates to the competences demanded.

Keywords:

Crosscurricular Competences, Intervention Program, Didactical Innovation, Higher Education, Teaching Science.