THE NEW TRAINING PRACTICES IN CHILDHOOD AND PRIMARY EDUCATION DEGREE OF UNIVERSITY OF SEVILLE: CHALLENGES AND POTENTIALS

In the teacher student training, the external or educational practices, occupy an important place. It is a key period that comes to consolidate the theoretical training received. Simultaneously, we can to validate the competences attributed to the degree in which the students are formed. Given the nature of the same one, the period of practices turns into a "experience of dip" into diverse educational and professional spaces. In essence, they could apply the knowledge learned in the early years of training, besides to learn about the practice, the professional reality and achieve an approach to various tasks that students will face in their workplace.

With the implementation of Degrees, the University of Seville has launched a new model of practice in the training teachers of kindergarten and primary school. This model is backed by law (Order of June 22, 1998and Royal Decree 1707/2011 of 18 November, regulating external academic practices of college students). This new model is consistent with the principles underlying the EHEA (European Higher Education Area). It has tried to promote a practical experience for student teachers in which it is intended a greater connection between the academic and professional reality, and therefore greater reflection in and on practice (Schön, 1983, 1986).

Numerous studies have highlighted the tenuous connection between college classes and experience of professional practice in schools in the context of initial teacher training (Russell, 2012). According to Schön (1983), this disconnect is due to the dominance of technical rationality perspective in university education.

From our experience as supervisors of Degree practices for Childhood and Primary Teacher for 2010-2013 courses, we find that the reform of university education is faced with a professional culture that makes it difficult the necessary coordination between departments to implement a more integrated curriculum and to agree on actions that will realize these principles.

Despite these difficulties, a group of teachers from different areas and have taught at the pre-training period of practice, have worked in a coordinated and integrated. In this way has created a new work philosophy in which the perspective of the students and their needs like future teachers acquire the fundamental role of the teaching-learning process. Therefore, in practice supervisors have the responsibility of forming the various contents of the different areas in an integrated and globalized way