Publication: Aproximación a la situación actual de la formación del profesorado de Educación Infantil
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Date
2014-04-01
Authors
Mir Pozo, Maria Luisa ; Ferrer Ribot, María
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info:eu-repo/semantics/article
Description
Abstract
En este artículo se realiza una revisión de la situación de la formación del profesorado de Educación Infantil a partir de los retos a los que se debe enfrentar el docente y los cambios de los sistemas educativos. El proceso de reforma en la profesión docente, iniciado antes del Proceso de Bolonia, suponía una buena oportunidad para revisar los planes de estudios y repensar la formación inicial adaptándose a las necesidades reales de cada contexto. La formación de los profesionales docentes requiere provocar la reflexión en, sobre y para la práctica para adaptarse a las situaciones del aula, del centro y de la comunidad educativa en la que está inmerso el maestro
This article is a review of the situation regarding the training of teachers in early childhood education from the challenges that are facing the teacher and changes in educational systems. The process of reform in the teaching profession, started before the Bologna process, meant a good opportunity to review the curricula and rethink the initial training adapted to the real needs of each context. The professional teacher training required to provoke reflection on, envelope and to practice to adapt to situations classroom, the center and the educational community in which the teacher is immersed
This article is a review of the situation regarding the training of teachers in early childhood education from the challenges that are facing the teacher and changes in educational systems. The process of reform in the teaching profession, started before the Bologna process, meant a good opportunity to review the curricula and rethink the initial training adapted to the real needs of each context. The professional teacher training required to provoke reflection on, envelope and to practice to adapt to situations classroom, the center and the educational community in which the teacher is immersed
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