enseignement professionnel et formation modulaires ... - emcet 2

of Vocational Profi le, that of a professional who demonstrates an orientation to
quality and achievement in job performance (Lucas, in press), a duty and ethical
commitment to social reality and to the development and respect of the earth to
which this reality belongs.
A Vocational Profi le helps to build the vocational identity, labour socialisation
and maturity in the development of the career of Persons in Society that work in
a specifi c job, and defi nes the competencies, main duties and the tasks involved
in performing those duties within the diff erent areas of work that can be attained
through a specifi c training.
The education-training system (regulated and non-regulated) should, at
all levels, pursue the acquisition of knowledge conceived as the acquisition of
concepts, value-goals, attitudes and procedures that facilitate the acquisition
of knowledge. This knowledge comes from a refl exion on the careful evaluation
of relevant information and from the participation of the signifi cant agents of
socialization (individuals, groups, organisations and social environment), thereby
fostering the optimisation of human, social and economic development. This
generic concept of the acquisition of knowledge is consistent with the following
concept of vocational/professional development or maturity: the degree to
which a person, in comparison with his peers, adopts a planned attitude towards
his career development, an attitude based on a relevant awareness of the various
vocational-training alternatives, after having clarifi ed his own labour and social
value systems, goals, interests, skills, and personal and social determining factors
(Lucas and Carbonero, 2002). When approaching this issue, we as docents must
keep in mind that the salient and prevailing values of the labour market are being
confused with certain imperative social values – established as principles in the
legislation on education. This confusion makes it more complex for persons in
general, and teachers in particular, to clarify their value system on their own.
We must therefore stress the importance of this goal by tackling value-goals in
relation to the development of vocational competencies, and especially, as the
individuals we are in society, with equal opportunity (Lucas, 2007a).
3. Current reality of the qualifi cation profi le for teachers in Spain
3.1. Important changes in the Training, access and academic degrees for
teachers
The introduction to Act 2/2006, May 3 rd , on Education (published in the
B.O.E. on 4 May 2006) explains the legislation’s three fundamental principles:
the obligation to provide a quality education to all regardless of gender and
at all levels of the education system; the need for all of the constituents of the
educational community to collaborate towards achieving such an ambitious
goal; and a fi rm commitment to the educational objectives of the European
288