Publication: El Máster de Secundaria en la formación inicial docente : desafíos y proyecciones en Andalucía desde la perspectiva de sus coordinaciones
Authors
Carrasco-Aguilar, Claudia ; Luzon Trujillo, Antonio ; Domino Segovia, Jesús ; Martín Civantos, Mariano
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Publisher
Universidad de Zaragoza, Asociación Universitaria de Formación del Profesorado (AUFOP)
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DOI
https://doi.org/10.47553/rifop.v100i39.1.101105
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Description
Abstract
La Formación Inicial Docente (FID) es crucial para relacionar teoría y práctica, cuestionar creencias y desarrollar competencias didácticas y de gestión curricular. El Prácticum es un espacio importante para la reflexión y la identidad profesional. La FID debe incorporar momentos de reflexión, promover la colaboración entre estudiantes y tutores, y superar la dicotomía entre lo académico y lo pedagógico. La universidad desempeña un papel central en esta formación. En Europa existen diferentes modelos para la FID, agrupados en concurrentes, consecutivos o mixtos. En España, el modelo ha sido consecutivo y plantea desafíos como la formación en principios éticos y la necesidad de acercar la teoría a la práctica. Este estudio busca indagar en los desafíos y proyecciones del Máster de Educación Secundaria Obligatoria y Bachillerato, Formación Profesional y Enseñanza de Idiomas (MAES) desde la perspectiva de quienes gestionan y dirigen la formación inicial del profesorado en universidades de Andalucía. A través de un estudio narrativo se ha entrevistado a 12 coordinadores y se ha realizado un análisis polifónico con temáticas emergentes. Los resultados muestran cuatro ámbitos de desafíos y proyecciones centrales: el perfil y características del profesorado, el currículo, las actividades del Prácticum, y el presente y futuro del estudiantado del MAES. Los resultados se discuten en torno a la articulación teoría-práctica, el rol del mercado laboral en el futuro profesional del profesorado y la valoración al rol de la coordinación del MAES.
Initial Teacher Education (ITE) is crucial for connecting theory and practice, questioning beliefs, and developing didactic and curricular management competencies. The practicum provides a vital space for reflection and professional identity formation. To enhance ITE effectiveness, institutions must include dedicated moments of reflection, foster collaboration between students and tutors, and bridge the gap between academia and pedagogy. Universities play a central role in this comprehensive training process. Across Europe, ITE models vary, including concurrent, consecutive, and mixed approaches. In Spain, the consecutive model predominates, presenting challenges such as the need to teach ethical principles and integrate theory and practice more closely. This study investigates the challenges and prospects of the Master's Degree in Compulsory Secondary Education and Baccalaureate, Vocational Training, and Language Teaching (MAES). It examines the perspectives of those overseeing initial teacher training programs in Andalusian universities. Through interviews with 12 coordinators and a polyphonic analysis, emerging themes were identified. The results reveal four main areas of challenges and prospects: teaching staff profiles and characteristics, curriculum, practicum activities, and the present and future dynamics of MAES students. The discussion focuses on the integration of theory and practice, the impact of the labor market on teachers' professional prospects, and the evaluation of MAES coordination.
Initial Teacher Education (ITE) is crucial for connecting theory and practice, questioning beliefs, and developing didactic and curricular management competencies. The practicum provides a vital space for reflection and professional identity formation. To enhance ITE effectiveness, institutions must include dedicated moments of reflection, foster collaboration between students and tutors, and bridge the gap between academia and pedagogy. Universities play a central role in this comprehensive training process. Across Europe, ITE models vary, including concurrent, consecutive, and mixed approaches. In Spain, the consecutive model predominates, presenting challenges such as the need to teach ethical principles and integrate theory and practice more closely. This study investigates the challenges and prospects of the Master's Degree in Compulsory Secondary Education and Baccalaureate, Vocational Training, and Language Teaching (MAES). It examines the perspectives of those overseeing initial teacher training programs in Andalusian universities. Through interviews with 12 coordinators and a polyphonic analysis, emerging themes were identified. The results reveal four main areas of challenges and prospects: teaching staff profiles and characteristics, curriculum, practicum activities, and the present and future dynamics of MAES students. The discussion focuses on the integration of theory and practice, the impact of the labor market on teachers' professional prospects, and the evaluation of MAES coordination.
Citation
Revista interuniversitaria de formación del profesorado, V. 39, N. 100 (1), 2025
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