Cristina Pérez Valverde, University of Granada, Spain

Transcription

1 Cristina Pérez Valverde, University of Granada, Spain ATTITUDES AND VALUES IN TEACHER EDUCATION AND APPRAISAL OF TEACHING POTENTIAL (SPAIN): NATIONAL STANDARDS AND PRACTICES AT THE FACULTY OF EDUCATION IN GRANADA I. NATIONAL STANDARDS 1. Introduction. Towards a European Education Space. Changes in the credit system, changes in the organisation of subjects; new role of attitudes. 2. Education Laws: the LOGSE 3. The cross-curricular topics in the school curriculum 4. Education laws: the training of teachers in the LOCE. Teacher education and the teaching profession in the LOCE II. ATTITUDES, VALUES AND TEACHING POTENTIAL: FACULTAD DE CIENCIAS DE LA EDUCACIÓN 1. The current teacher training model 2. School-based training or practical training period (practicum) 3. Attitudes, procedures and values through particular subjects 1. Introduction. Towards a European Education Space. Changes in the credit system, changes in the organisation of subjects; new role of attitudes. The very first thing that should be taken into account in relation to the teacher training system in Spain is the fact that we are currently undergoing a process of change, ensuing from the need to move towards the creation of a European space for higher education that should be completed by 2010, according to the Bologna Declaration. One of the main areas in which work

2 is being carried out is that of the generalisation of European credits or ECTS (European Credit Transfer System) 1. This action programme focussed on the credit system involves a reorganisation of subjects and curriculum planning which is bound to have an impact on the role of attitudes, in as much as it emphasises the personal work of the student and its close tutoring and assessment. Such an approach, nonetheless, is only the culmination of the application to higher education of the pedagogical principles already prevalent in Primary and Secondary Education since the Educational Reform, namely the cognitivist theories of constructivism, i.e. meaningful learning, autonomous learning and the shift of focus from the final product or outcome of the learning process to the process as such. It is foreseeable that attitudes, beliefs and values, as well as professional competence, will acquire a more important role in this emerging model. As an instance of this, the general aims of subjects must be now formulated in terms of professional competences to be acquired. Teachers are requested to include aims related to abilities, skills and professional competences, as well as to attitudinal competences. Together with this transformation process in higher education, attention must also be paid to the Education laws in order to analyse national standards. Thus, both the LOGSE (Law on the General Organization of the Educational System passed in 1990, leading to a Reform of the Education System) and the recently passed LOCE have been carefully read in order to discover the role assigned to teaching attitudes and potential. An important aspect is that of the inclusion, with the LOGSE, of attitudes, values and norms as educational content. This involved a shift of orientation in the educational aims, now categorised as conceptual, procedimental and attitudinal. Teaching in values and fostering positive attitudes towards certain topics such a peace, group work and respect for others became an important task for teachers. Therefore, it follows from here than in turn, teachers should be prepared to foster these attitudes and values in their students. The focus on values in education led to the introduction of the so called temas transversales or cross-curricular topics, a list of common themes which should be treated as an integral part of all disciplines in the curriculum, to which I shall be referring later. Once the national standards have been analysed, the second part of this report is devoted to the practices carried out in the Faculty of Education with regard to appraisal of attitudes and 1 See the document issued by the CRUE, 'El crédito europeo y el sistema educativo español': 'European credits and the Spanish education system'. The credit is defined in this document as the unit used to evaluate academic activity, which includes a harmonious balance between theoretical and practical teaching, other tutored academic activities, and the work load that the student must take on in order to pass each of the subjects".

3 potential for teaching. After offering a brief description of the actual system for the training of teachers, I will concentrate on the Practicum, or period assigned to the actual placement of students in schools, which is closely supervised by lecturers in our institution and by teachers in the schools. Some attention will also be paid to the planning of particular subjects, taken as examples of the manners in which attitudes and procedures are regarded as aims. It must be explained that the Faculty of Education only trains teachers for Primary. The pedagogical training offered for secondary teachers is channelled through the so called C.A.P. (Certificate of Pedagogical Competence), a programme directed to people holding a University degree and wanting to become Secondary teachers in particular subjects, which, at the moment, is very much focussed on contents. It is expected, nevertheless, that in the next few years this system will be modified in accordance with the new structure of qualifications and degrees. 2. Education Laws The education law of 1990 (LOGSE: Ley Orgánica de Ordenación General del Sistema Educativo; Law on the General Organization of the Educational System), began to be implemented during the academic year The education system was organised as follows: Infant Education (0)3-6) Primary Education (6-12) Compulsory Secondary Education (ESO) (12-16) Post-compulsory Secondary Education (Bachillerato or Vocational Training) Upper Grade Vocational Training University Education Important achievements were, amongst others: - Basic education became compulsory till the age of Special education acquires a prominent role in the system, to cater for special needs. - Artistic education and language learning become important areas in the curriculum. (These subjects must be taught by a specialist). - Inclusion of attitudes, values and norms as educational content; incorporation of

4 cross-curricular topics. - Attention to diversity. The importance of offering a response to the individual needs and capabilities of students is greatly emphasised. This attention to diversity is one of the fundamental aspects of the educational change, closely related to the phenomenon of multiculturalism (Zabalza 1994:358), since the number of immigrant students has increased; thus the need for a teacher training programme in accordance with the new educational demands, capable of helping future teachers acquire new skills in the field of attitudes and values. 3. The cross-curricular topics in the school curriculum following: The cross-curricular themes that must be incorporated into the curriculum are the - Moral and civic education - Education for peace - Health education - Education for equal opportunities between sexes - Environmental education Teachers must be prepared to deal with all of these, and to plan their teaching in accordance with this educational, humanistic approach. It is expected that they will help students develop attitudes oriented towards the improvement of all aspects of community life, respect for others and for nature. One of the problems mentioned by teachers is precisely their lack of preparation in this respect, as well as the need for materials and guidelines or good models of implementation. As we can observe, education in values is regarded as one of the main objectives in general education. The cross-curricular subjects are aimed at fostering moral values and attitudes of tolerance and solidarity in students, while acting as a link between the school and society. Underpinning this approach is the idea that, rather than merely functioning as the place where children are instructed in different fields of knowledge, the school should also be responsible for the development of children as individuals belonging to a community.

5 4. Education Laws: Teacher education and the teaching profession in the LOCE The following are the main aspects related to the training of teachers and the teaching profession gathered in the LOCE (Ley Orgánica 10/2002, de Calidad de la Educación): - The quality of education depends to a very large extent of the professional competence of teachers. - The initial and in-service training of teachers should be strengthened, both from a scientific and a pedagogical perspective. Subject knowledge must necessarily be accompanied of training for the classroom and practice in the school. That is, theory and practice must be integrated in the preparation of teachers. - Since teachers need a thorough methodological preparation for the classroom, in order to have access to the teaching job students need to be in possession of a certificate of didactic competence or pedagogic qualification. - It is necessary to raise the status of the teaching profession in order to attract good students. It is not specified, however, which are the qualities needed or the pedagogical preparation required. Perhaps, this can be inferred from the quality principles mentioned in the law. Amongst them: the education system should - promote values related to individual freedom, social responsibility, improvement of life in societies, equal rights for both sexes, solidarity and citizenship, fostered through the students participation in social and humanitarian activities - compensate individual and social differences - help students develop values and principles related to creativity and individual initiative. Likewise, in the section devoted to students rights, we read that respect to individual beliefs and freedom of worship must be guaranteed. We also find a section focussing on special needs, which highlights the importance of catering for the education of foreign students and students with special needs (namely, attention

6 to diversity). The law underlines the importance of offering future teachers a sound preparation concerning disabilities. The teaching function, according to the law, involves the tutoring of students and orientation of their learning, transmitting values and contributing with parents to help children overcome their difficulties. ATTITUDES, VALUES AND TEACHING POTENTIAL: FACULTAD DE CIENCIAS DE LA EDUCACIÓN 1. The current teacher training model A brief introduction to the national system of teacher education is needed here. The first thing to be said is that the former institutions for teacher-training (Escuelas Universitarias de Magisterio or University Colleges), were integrated more than a decade ago into the so called Facultades de Educación, offering degrees for Primary Teachers as well as two five-year degrees: Pedagogía and Psicopedagogía. The degrees for Primary are the following: - Infant Education (3-6 years) - Primary Education (6-12) - Physical Education - Foreign Language (English/French) - Special Education - Speech and Auditive Therapy - Music Education There is currently an important difference in the training of primary and secondary teachers. Although both are trained at universities, primary teachers must follow a three-year degree, including both core or general subjects (namely education theories, school management, general didactics, developmental psychology...) and specialisation in their particular field. In order to become secondary teachers, students who have followed a five-year course in a particular field (Chemistry, English Philology...) must get their Certificate of Pedagogical Competence, through a programme offering pedagogical instruction and practice in schools. Such a system, however, is about to be modified. At present, all degrees are undergoing a

7 process of revision with a view to the European convergence. 2. School-based training or practical training period (practicum) According to the official guidelines for the teacher curriculum, trainees must attend a school for a period of 320 hours. The function of both supervisors (lecturers at the Faculty) and tutors (teachers at the school) is that of mediators, facilitating the students reflection and analysis when in contact with the reality of the school. As stated in the documents on the Practicum issued by our Faculty, the general aims of such period include: - improvement of the aptitud docente (being apt for teaching), through the development of attitudes and values related to education. - testing the student s vocation for teaching - development of reflection through action - providing the opportunity to relate school work to the community and the social environment. The two main tasks in the classroom are those of observing, initially, and assuming an active role as teachers afterwards, always under the tutelage of the tutors. At the end of this period spent at a particular school, trainees must write a report about their observations and experience. The programmes dealing with attention to diversity and the role of the crosscurricular topics are two of the most prominent aspects to be observed during the practicum. Other features related to the figure of the teacher that must be taken into account are: classroom management and discipline control; strategies to motivate the students; grouping techniques. Likewise, throughout the process weekly seminars are held with their supervisors at the Faculty of Education. Some of the contents covered in these sessions are: - techniques for classroom management and discipline control - strategies to motivate students - different learning strategies - assessment - use of new technologies and audiovisual material - methodology pertaining to the students branch of specialisation

8 The assessment of teaching potential in our institution is actually channelled through this supervision of the practicum. To this purpose, both the participation of students in the seminars and what they reflect on their written report counts for their evaluation, together with the assessment report of their tutors at school. Below are itemised the aspects that must be taken into account by tutors in order to evaluate teacher trainees: - Knowledge of their specific field of specialisation (scientific preparation). - Planning of teaching sessions (in accordance with the official curricula regulations). - Classroom management and discipline control. - Clear definition of subjects aims and contents. - Ability to adapt the teaching content to the interests, abilities and needs of students. - Ability to explain contents in a clear, confident way, in accordance with the students learning abilities. - Being active; fostering interaction and participation in class. - Use of grouping techniques. - Capacity to motivate students. - Use of curricular material. - Relations teacher-students; caring for both instruction and education of students. - Attention paid to each of the curricular components. - Involvement in extra-curricular activities. - Use of assessment techniques. - Punctuality, degree of responsibility and thoroughness. - Attention to diversity. - Ability to foster learning through discovery; teaching to learn. - Relations with school staff and integration in the school community. To these, tutors can also add whatever comments they feel necessary. 3. Recent studies conducted in our educational context Recent studies carried out by some of my colleagues on the perceptions of students

9 regarding the school-based training and its influence on the trainees teaching competence reveal results such as the following: - Students report to have verified their vocation through the practicum - Qualities such as: love for this career, patience, imagination and confidence are regarded as the features of good teachers, as well as being sensitive in their relations with children, showing respect for individual learning paces, being able to control the class and motivate the students and capable of improvising, on account of the fact that the situations that can take place in the classroom are most varied and unforeseeable. 3. Attitudes, procedures and values through particular subjects As stated before, the aims and contents in our system can be conceptual, procedimental and attitudinal. Therefore, the planning and design of particular subjects should answer to this pattern. As an example of the manners in which attitudes and values are integrated as curricular aims in the degree of Primary Education, I will refer to two subjects belonging to the general degree for Primary: Idioma Extranjero y su Didáctica (Inglés) (a basic subject for nonspecialists) and Educación Artística y su Didáctica. These data have been taken from the student s guide. In the section for general aims and competences of the first subject we read, amongst others: developing the student s ability to teach all kinds of students, enabling him/her to work with those who have special needs, higher or lower levels, etc ; developing the student s ability to understand the reality of the different kind of students he/she will have in class. Besides, we find aims related to the students competence in English as well as aims oriented towards making students aware of didactic procedures and practical aspects in foreign language teaching. Some of the aims for the subject Educación Artística y su Didáctica are: sensitising students to musical art; making them aware of the possibilities of sound and movement as elements of personal representation; help them understand the importance of music education to favour the whole development of the personality; analyse the official curricular designs for Music Education; analyse and interpret the drawing of children, etc. That is, the subject not only offers conceptual contents, but fosters in trainees those skills and potential needed in order to successfully work with Art and Music in Primary.

10 BIBLIOGRAPHY Delgado, Arturo (1996): Teacher-Education in Spain, in Teacher Education in Europe: Evaluation and Perspectives, ed. T. Sander et al., Osnabruck, pp Guijarro Ojeda, Juan Ramón (2003): El tratamiento de la transversalidad en el aula de inglés: la literatura como fuente de valores, Granada: unpublished thesis. Imbernón, F. (1994): La formación y el desarrollo profesional del profesorado. Hacia una nueva cultura profesional, Barcelona: Graó. Zabalza Beraza, Miguel (1994): Reform tendencies at school level and in teacher education: the example of Spain, in Current Changes and Challenges in European Teacher Education, ed. T. Sanders, Brussels: RIF-subnetwork 4/E.C., pp