Presentation issue 3º
On May 4, Organic Law 2/2006, of May 3, on Education was published, which is now known as LOE. The LOE repeals the little that remained of the LGE, the already modified LOGSE and all the LOCE.
The LOE regulates teacher training in its Chapter III, in which it distinguishes initial training, entrance training and permanent teacher training.
The initial training (Article 100) indicates the following: "The initial teacher training of the different teachings regulated in this Law will be adapted to the system of degrees and postgraduate courses in the European Higher Education Area according to what is established by the corresponding basic regulations. . " Confluence with Europe gives us an idea of stability, modernity, progress and opens up wide working horizons that cover all the countries that make up the European community space. In addition to adapting to the system of degrees and postgraduates, its content is of great importance. It has always been considered that the initial formation of Primary Education teachers was more complete than that of Secondary because the first included pedagogical and didactic contents simultaneously to the disciplinary contents.
From the incorporation to teaching in public schools (entrance training) (Article 101) the LOE gives experienced teachers the ability to tutor the teacher in his first year of professional practice, sharing with him the control of the programming that I developed.
In one of the articles in this issue it is stated: Something is missing in the teacher training system when the failure in primary school is resounding and the secure base on which the failure in secondary school is based. The failure of the educational system is based on the failure of Primary Education. Between 30 and 50 percent of students who finish sixth grade of primary school are doomed to failure in high school.
The basic skills for a student to be able to successfully tackle secondary studies are acquired throughout primary school. Without them, subsequent studies are forged in a vacuum, have no foundations. On the other hand, in secondary education it is necessary, more and more, a solid teacher training to deal with diversity, immigration, multiculturalism and compulsory schooling (and the problems that arise from these challenges, day by day, in our educational centers)
If we start from the premise of the intrinsic legitimate motivation of the teacher to improve their daily task and we take into account that their main reward - almost their only reward - is the success in achieving the learning of their students, we must deduce that in their initial training, both in primary and secondary, should be enhanced content aimed at the acquisition of these skills: know how to adapt the content to each student and boost them the ability to learn. The University must establish training programs that respond to the need to train good teachers for early childhood, primary and secondary education (and, by extension, for all the teachings that regulate the LOE)
With regard to continuous training in general (Article 102.2), it proposes that "permanent training programs must consider the adaptation of knowledge and methods to the evolution of sciences and specific didactics, as well as all aspects of coordination, orientation, tutoring, educational attention to diversity and organization aimed at improving the quality of teaching and the operation of the centers. "
Of the continuous education in public education, the LOE establishes (article 103.1): "The educational Administrations will plan the activities of teacher training, guarantee a diversified and free offer of these activities and establish the appropriate measures to favor the participation of the teaching staff in them. "
It's enough? As it happens up to now, the expression "favor participation" does not imply duty, obligation. Ultimately and in spite of the incentives, it leaves the continuous training to the voluntariness of the teachers. We could affirm that there are two alternatives: either incentives are strengthened or some degree of obligatory nature is established.
Teachers must make their training needs explicit so that the Administration's offer, through the channels that are determined - teachers' centers, universities, unions, etc. - is contextualized and is valuable and useful for carrying out their professional and social work. have a clear impact on the performance of students.
The editorial board.
Note: in this issue we open a new section with the title "Inspection in different countries of Europe" responding to numerous requests received and the interest we believe will have for our readers.
The LOE regulates teacher training in its Chapter III, in which it distinguishes initial training, entrance training and permanent teacher training.
The initial training (Article 100) indicates the following: "The initial teacher training of the different teachings regulated in this Law will be adapted to the system of degrees and postgraduate courses in the European Higher Education Area according to what is established by the corresponding basic regulations. . " Confluence with Europe gives us an idea of stability, modernity, progress and opens up wide working horizons that cover all the countries that make up the European community space. In addition to adapting to the system of degrees and postgraduates, its content is of great importance. It has always been considered that the initial formation of Primary Education teachers was more complete than that of Secondary because the first included pedagogical and didactic contents simultaneously to the disciplinary contents.
From the incorporation to teaching in public schools (entrance training) (Article 101) the LOE gives experienced teachers the ability to tutor the teacher in his first year of professional practice, sharing with him the control of the programming that I developed.
In one of the articles in this issue it is stated: Something is missing in the teacher training system when the failure in primary school is resounding and the secure base on which the failure in secondary school is based. The failure of the educational system is based on the failure of Primary Education. Between 30 and 50 percent of students who finish sixth grade of primary school are doomed to failure in high school.
The basic skills for a student to be able to successfully tackle secondary studies are acquired throughout primary school. Without them, subsequent studies are forged in a vacuum, have no foundations. On the other hand, in secondary education it is necessary, more and more, a solid teacher training to deal with diversity, immigration, multiculturalism and compulsory schooling (and the problems that arise from these challenges, day by day, in our educational centers)
If we start from the premise of the intrinsic legitimate motivation of the teacher to improve their daily task and we take into account that their main reward - almost their only reward - is the success in achieving the learning of their students, we must deduce that in their initial training, both in primary and secondary, should be enhanced content aimed at the acquisition of these skills: know how to adapt the content to each student and boost them the ability to learn. The University must establish training programs that respond to the need to train good teachers for early childhood, primary and secondary education (and, by extension, for all the teachings that regulate the LOE)
With regard to continuous training in general (Article 102.2), it proposes that "permanent training programs must consider the adaptation of knowledge and methods to the evolution of sciences and specific didactics, as well as all aspects of coordination, orientation, tutoring, educational attention to diversity and organization aimed at improving the quality of teaching and the operation of the centers. "
Of the continuous education in public education, the LOE establishes (article 103.1): "The educational Administrations will plan the activities of teacher training, guarantee a diversified and free offer of these activities and establish the appropriate measures to favor the participation of the teaching staff in them. "
It's enough? As it happens up to now, the expression "favor participation" does not imply duty, obligation. Ultimately and in spite of the incentives, it leaves the continuous training to the voluntariness of the teachers. We could affirm that there are two alternatives: either incentives are strengthened or some degree of obligatory nature is established.
Teachers must make their training needs explicit so that the Administration's offer, through the channels that are determined - teachers' centers, universities, unions, etc. - is contextualized and is valuable and useful for carrying out their professional and social work. have a clear impact on the performance of students.
The editorial board.
Note: in this issue we open a new section with the title "Inspection in different countries of Europe" responding to numerous requests received and the interest we believe will have for our readers.
