enseignement professionnel et formation modulaires ... - emcet 2

4. Conclusions
Legislative developments demonstrate that the public authorities are eager
to give priority to the quality of teaching, and especially to the qualifi cations of
teachers.
As it has been argued, we as teachers in the knowledge society that is being
built in Europe have to face a wide range of demands. The issue of current
regulations on professional qualifi cations has been examined, especially
as regards the equivalence training levels required for teachers in Spain
with professional qualifi cations levels 4 and 5 as specifi ed by Royal Decree
1128/2003, 5 September, which regulates the National Catalogue of Professional
Qualifi cations. Likewise, substantial changes to teacher Training, access and
degrees have been analysed, changes that will be seen following Royal Decree
1393/2007, 29 October, which establishes the organisation of offi cial university
studies, pointing out that universities will off er Graduate, Master’s and Doctorate
studies leading to the awarding of the corresponding offi cial degrees, and
modifying the degrees required of teachers at the university educational levels
of Diplomatura and Licenciatura. Finally, the development of competencies
carried out at diff erent levels of the educational system due to the legislative
development of the Act on Education has also been summarized.
Given that the function of information and professional orientation is
inherent to the functions assigned to teachers as a whole, one can see a number
of similarities between the competency profi les for teachers and professional
counsellors, both in terms of specifi c and generic competencies (Lucas, 2007b):
1) Instrumental Competencies – analysis and synthesis skills; ability to organize
and plan; problem-solving; decision-making; information management skills
(the ability to search for and analyse information from diff erent sources); use
of new technologies; basic knowledge for the profession. 2) Interpersonal
competencies – ability to be critical and self-critical about possible stereotypes,
prejudices and errors of attribution; teamworking; interpersonal skills such as
listening, empathy and assertiveness; cooperation and tolerance; ability to work
in an interdisciplinary group and to invigorate the group; communication and
mediation in Organizations; generating opportunities; awaken interests; clarify
values and goals on one’s own; appreciation of diversity and multiculturalism
(Lucas y Gago, 2007); the ability to work in an international context; ethical
commitment, meaning respect for others; honesty and commitment to
professional performance. 3) Systemic competencies – the ability to put
knowledge into practice; research skills, ability to learn; adaptability; ability to
generate new ideas (creativity); leadership; fostering trust; understanding of the
cultures and customs of other countries; ability to work autonomously; project
design and management; initiative and entrepreneurship; quality orientation
and achievement (Lucas, in print). 4) Specifi c professional competencies,
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