enseignement professionnel et formation modulaires ... - emcet 2

Training and Educational Innovation (Centro de Formación del Profesorado e
Innovación Educativa (C.F.I.E.)), given that the centre is equipped for that purpose.
Preferably, the activity may be done at the teacher’s place of work, to that extent
that it is the usual setting for the training, and in this way, the activity will adapt to the
needs of the environment and encourage greater involvement and contribution
from teachers, better teamwork and greater integration in the educational
and curricular projects. According to the authors, training is designed through
regional training plans; consequently, the training is somewhat decentralized,
although each Centre for Teacher Training and Educational Innovation designs
a training that is adapted to the teachers it addresses. This training incorporates
the institutional plans of the Ministry of Education (Consejería de Educación) of the
Regional Government of Castilla y León for the training of specifi c educational
professionals such as headmaster, tutor, new teachers and specialists in certain
fi elds. Although it is frequently based on an information transmission model,
strategies that help to incorporate practical modules, exchanges of experience
and formats that encourage teamwork are usually preferred. Lastly, Gonzalez et
al (2005) explain that this training has diff erent modalities aimed at a variety of
teaching experiences.
Likewise, most Spanish universities have specifi c training resources and
centres for their professors, and many have teaching innovation programs that
contribute additional resources to projects initiated by teams of professors
(Valcárcel, 2003).
Regarding the initial training of teachers, section 100 of Act 2/2006 on
Education provides for several modifi cations: 1. The initial training of teachers
will respond to the degree and qualifi cations requirements for the general
administration of the educational system, and its contents will meet the new
challenges of the education system and adapt to new training needs. 2. Persons
working as teachers at all levels of the educational system as regulated by law
will be required to have the appropriate academic degrees and didactic and
pedagogical training prescribed by the government for each of those levels. 3.
The Education Administrations will enter into agreements with the universities
on the organisation of the pedagogical and didactic training mentioned
in the previous point. 4. The initial training of teachers at all levels of the
educational system as regulated by law will conform to the graduate and postgraduate
higher education system in Europe as per the corresponding basic
regulations.
Chapter two of the Act on Education refers to the degrees held by teachers
at the diff erent levels of the education system:
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Early childhood education (Section 92): schooling for children in the fi rst cycle
of early childhood education will be given by professionals in possession of
a Teacher’s degree in early childhood education or an equivalent graduate