All the European countries accept the need for a professional and practical specific training, abandoning the old assumption that having a good grasp of the scientific contents of a subject was enough to 6each in secondary education, according to the authors of the book “Teaching staff initial education in the light of the new coming together challenges of European Union policies”, published by the University of Granada
The editors of this 249-page volume, teachers Antonio Romero López, José Gutiérrez Pérez and Moisés Coriat Banarroch, affirm that as for educación preschool education, “most European countries require university education and frameworks of training programs with a minimum length of three or four years (Spain, Belgium, France, Finland, Portugal, Greece, United Kingdom), whereas in a few countries (Germany, Austria and Italy) such education is imparted in the context of vocational training (higher-degree secondary) in institutions outside the University.”
As for the specific studies for Special Education and Vocational Training, the attention to children with special educative needs is a university speciality that admits the need for a specific training to look after this group of pupils. It has been widely accepted that the education of these children requires a specialized training from a scientific and methodological point of view; charitable and welfare approaches has been substituted for scientific ones requiring a specialized scientific training.
According to the editors of this book, most European educative systems have admitted the existence of a profound change in teachers´ work conditions, from the achievement of the full schooling of all the children of a country in primary education and compulsory secondary education. Such profound transformations affect the daily work of teachers in the classroom and–the editors of the book say– “suggest that a change in the appraches and contents of initial education is necessary, to avoid that the new educative systems reproduce contents and objectives of initial and continuos education previous approaches according to educative systems that have changed so much that we hardly recognize them.”.
Reference: Professors:
– Antonio Romero López.
Department of Didactics of Language and Literature. University of Granada
Phone number: 958 243964
E-mail: deceduca@ucartuja.ugr.es
– José Gutiérrez Pérez.
Faculty of Education Sciences. University of Granada.
Phone number: 958 243991
E-mail: jguti@ugr.es
– Moisés Coriat Banarroch. Department of Didactics of Mathematics. University of Granada
Phone number: 958 242846
E-mail: mcoriat@platon.ugr.es
