enseignement professionnel et formation modulaires ... - emcet 2

such as designing activities and tasks; coordination; evaluation of needs and
research; use of techniques and methodologies applied both to the teachinglearning
process and to the orientation and insertion on the labour market of
the student.
According to the Ministry of Education and Science (2006:7-8), the diagnosis
of the current situation could be summarized by saying that the reform of
educational methodologies is seen as a process that must be initiated in order
to update the training off ered at Spanish universities, and to a certain extent has
already been initiated, which is not to say that it hasn’t elicited a few misgivings:
„The master class is still the dominant pedagogical practice at Spanish
universities, albeit it is increasingly accompanied by exercises, problem solving
and discussions of practical cases. Practical teaching should be reinforced,
whether it is through practical exercises for specifi c courses, or professional
internships. Student-professor tutoring that complements the classes and
the students’ own work should also be encouraged. Information technologies
are also destined to continue playing an essential role in the renovation of
methodologies. The adaptation to the future Higher Education European Space
requires an inter-university, institutional and structured process with diff erent
phases (information, sensitization, motivation, designing of plans); teacher
training; execution (pilot projects, creation of guides and materials, creation
of networks and channels for the exchange of experiences); dissemination
and evaluation (catalogue of good practices – Spanish and non-Spanish --,
conferences, seminars, publications)”. Other authors also argue that proposals
that go beyond the master class and that are related to tutored learning,
learning on the basis of problems, service-learning and learning through work
projects, should be incorporated as well (García Colmenares, 2007; Gil, Álvarez,
García and Romero; Lucas, 2005; Lucas and Gago, 2007; Martínez-Odría, 2005).
Clearly, the importance of promoting the interaction and cooperation among
diff erent sub-systems and of establishing the appropriate communication fl ows
between participants is a goal we all share.
Bibliography
– Eurydice (2004). Key Topics in Education in Europe. The teaching profession in
Europe Profi le, trends and concerns, Vol. 3 (available at: http://www.eurydice.
org).
– García Colmenares, C. (2007). Competencias éticas y ciudadanas en la Universidad:
una apuesta por los saberes más allá de las disciplinas. Opening lecture for the
inauguration of the 2007-08 academic year, Campus of the Universidad de
Palencia, Universidad de Valladolid, October 2007, pp. 53–73.
– Gil, J., Álvarez, V., García, E., Romero, S. (2004). La enseñanza universitaria.
Planifi cación y desarrollo de la docencia. Madrid: EOS.
297