Development of professional skills in the initial training of teachers through dual training. The Alternancia model at University of Lleida and Urban Teaching Academy at California State University Long Beach; El desarrollo de competencias profesionales en la formación inicial de maestros a través de la formación dual. El caso de modelo alternancia, universidad de lleida y urban teaching academy, California state university long beach)

Abstract

The initial formation of any academic degree has the goal of contributing in the necessary knowledge for the students, after they finish their studies, to develop the professional task they having preparing for. The correct application of the knowledge obtained in the workplace will be the guarantee in the success of higher education studies. However, the professional action in the school requires the development of the skills which can be obtained treating the contents separately and hoping that each student, by themselves, are able to connect and apply the skills together or they can also be obtained interlinked making it easier for students to develop them entirely. We develop a Case Studies (Simons, 2011)) with the aim to analyze of teaching practices offered at the level of Primary Education at the University of Lleida (UDL) Alternancia and at California State University Long Beach (CSCLB) Urban Teaching Academy (UTEACH) in order to make improvement points for the training described in the formative proposals. Among the results we underline that the teacher value the knowledge of the students with this working methodology. They consider that the daily practice at school facilitates the skills development needed for teaching. We agree with Duijnhover, Prins, Stokking, (2012) that feedback and communication are essential to improve since students recognize that these aspects helped them to understand the meaning of their work. © 2018 Grupo de Investigacion FORCE. All rights reserved.

Keywords

Author Keywords

teachers reflective practice teaching practices initial training Teaching skills

Index Keywords

Author Affiliations

Universitat de Lleida, Lleida, Lleida, Spain

Funding & Acknowledgements

Grant: ECO/1972/2014, MOB-MIF 2014-00008

Este art?culo se ha elaborado a partir de la ayuda recibida por el Programa de millora i innovaci? en la formaci? de mestres MOB-MIF. Agencia de Gesti?n de Ayudas Universitarias y de Investigaci?n (AGAUR). Resoluci?n ECO/1972/2014, de 28 de julio, (Ref., MOB-MIF 2014-00008).

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