enseignement professionnel et formation modulaires ... - emcet 2

abroad for joint curriculums leading to the offi cial Graduate, University Masters
and Doctorate degrees. Such curriculums must specify in the agreement which
university will be responsible for the maintenance of student records and
registering and awarding degrees, as well as the procedure for the modifi cation
or extinction of the curriculum. For agreements with universities abroad, the
Spanish university will always be responsible for maintaining the records of the
degrees that are awarded.
Lastly, persons who have been awarded an offi cial Diploma degree
(Diplomado), or the offi cial degree of Technical Architect (Arquitecto Técnico) or
Technical Engineer (Ingeniero Técnico) and who wish to pursue a Graduate degree
will receive credit as provided in the Act. They will likewise be able to pursue
an offi cial Masters degree without having to fulfi l any additional requirements,
the provisions of section 17 notwithstanding. Universities are autonomously
empowered to recognize the credits of such degree holders, taking into
account the suitability of the competencies and knowledge acquired through
the studies they have already completed to the curriculum of the Master’s
degree they wish to pursue.
3.2. Developing competencies for teachers in Spain
The European Convergence Plan requires that we in the teaching profession
focus our attention on the profi les of those students who receive training from
us, taking as a reference their degree and the academic results to be achieved.
Attaining this goal means transcending the purely academic and at the same
time, also depends on other agents of socialisation that are in direct contact
with those students.
Varcárcel (2003) states that a vocational profi le requires a basic competency
framework comparable to the following: cognitive competencies (proper to the
functions of teachers of a particular discipline, requiring the proper training, that
is to say, a broad knowledge of the specifi c discipline and of pedagogy, allowing
them to carry out pertinent training actions that support student learning);
meta-cognitive competencies (converting teachers into professionals who are
refl ective and self-critical about their teaching so that they review and improve
their teaching systematically); communications competencies (closely linked to
the proper use of scientifi c languages – numbers, alphabets, graphics, etc. –
and their distinct registers – articles, reports, essays, conferences, lectures, etc.-);
management competencies (related to the effi cient management of teaching
and its resources in diff erent learning environments); social competencies (to
engage in leadership, cooperation, infl uencing others, teamwork, etc., thereby
benefi ting the training and outlook of students in this area and their own
professional development, especially in higher education in Europe); aff ective
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