Post on 13-Aug-2020
Improving the quality of Initial Teacher Training through the implementation of dual system: the case of the University of AndorraAlexandra Saz & Virginia Larraz (Universitat d’Andorra)
Mercè Gisbert (Universitat Rovira i Virgili)
Introduction
Methodological strategy
Dual Model
This study presents an organisational and methodological change in the Bachelor of Teaching and Learning (early childhood and primary) at the University of Andorra with the aim of improving its quality.
Theoretical
ConclusionsØIncrease the supervision of the school tutor.ØReinforce the coordination between the school and the academic tutor.ØImplement a Tutorial Action Plan.ØUse of a portfolio as a collection tool.ØIncorporate an assessment of the student’s performance in the classroom.ØInclude an integrative subject.
Proposals for improvement
Observation from a critical
perspective
Interventions in a
classroom
Recorded in a reflexive diary
Defence in front of an expert jury
Reflective practice
Comenius, J. A. (1632). La grande didactique. Édition de 1992. Paris: Éditions Klincksieck. Dewey, J. (1938). Experience and education, the Kappa Delta Pi lecture series,New York: Macmillan. Maubant, P. (2009). La alternancia en formación, otra mirada para cuestionar los sentidos del análisis de las prácticas de enseñanza. Pensamiento Educativo. Revista De Investigación Educacional Latinoamericana, vol.44, n.1, 119-137. Perrenoud, P. (2004). Diez nuevas competencias para enseñar. Barcelona: Graó. Shön, D.A. (1983). The Reflective Practitioner: How professionals think in action. New York: Basic Books. Traducción española: (1998). El profesional reflexivo. Cómo piensan los profesionales cuando actúan. Barcelona: Paidós. Zabala, A. & Arnau. L. (2017) 11 ideas clave. Cómo aprender y enseñar competencias. Barcelona: Editorial Graó.
Connect the studies with the real life of the school
Establish more links between theory and practice
Improve professional skills of future teachers
Stimulating critical observation from early stages (Comenius, 1632)
Making theory meaningful through real situations (Maubin, 2009)
Reflective practice as a methodology (Dewey, 1938;; Shön, 1992)
Task-based learning (Arnau and Zabala, 2008;; Perrenoud, 2004)
Enrichment theoretical subjects
High integration theory practice
Improving student reflective practice