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