Models of initial training of secondary school teachers in Spain from a European perspective

This paper seeks to analyse some key issues related to initial training models for secondary education teachers from an international perspective with more specific references to the Spanish model. First, we briefly mention secondary education and its training needs: purpose, organization, structure, character, duration, etc.. Secondly, the most typical models of initial training of these teachers: consecutive and simultaneous, academic and professional, are adressed. Thirdly, we analyse the structure of initial training containing more general scientific and professional knowledge, (its theoretical and practical components). Lastly, the relationship between initial training and access to the teaching profession will be established, as well as the possibility of academic and / or professional qualifications is analyzed. We then highlight the issue of "professional identity", which is closely linked to the initial training of future teachers and final conclusions are discussed.

Reflexive learning in pre-service training of primary school teachers: from experience to assimilation of contents

This article presents an educational experiment carried out in the Primary School Teaching Degree at the University of Barcelona. Specifically, the article analyses the application of the “Work Corners” approach in a core subject. In a three-year action research process, trainers put into practice an innovation which enabled them to boost cooperative work and reflexive learning among trainees. Firstly, the theoretical model underpinning the project and guiding many of the actions carried out by the training team is presented. After providing detailed information on the practical development of the experiment, the data-gathering process and its results are shown. Various information-gathering strategies were used in assessing the project, such as a questionnaire, participant observation, and teachers’ diaries. The results demonstrate, amongst other things, that “work corners” offer viable and appropriate educational conditions for the articulation of theoretical and practical knowledge, for building professional knowledge, and therefore, the beginnings of a reflexive teaching practice.

Journalistic genres in teaching of journalism in Spain. A historical review

This article shows the influence that journalistic genres had on the first organisation of communication studies in Spain as well as the role they remain to play in the teaching of journalism. A review is done starting from the origins of the didactics of genres, continuing with the role of genres in the beginning of regulated studies of journalism, and finalising with an analysis of their place in present education programmes which reveals that practical and theoretical knowledge of the genres are still a main objective in the training of future journalists in Spain.

Journalistic organisations with regard to training and professional changes. Parallelisms with academic discourse

The present paper analyses the parallelism existing between academic and professional discourse regarding three interrelated subjects: journalists´ training needs, their adaptation to multimedia profile changes and recognition of University graduates via professional regulation. This study relies on a bibliographical review and brings together the opinion of five professional groups by means of an interview using an openended questionnaire. The results show a coincidence in both discourses regarding the need for firmly grounded training of the journalists with study plans which integrate the new profiles. At the same time, it reflects the discrepancy of the journalistic groups with regard to professional regulation based on the University degree, whose vindication does not appear to be a priority in academic circles.

College radio as coaching professional. Analysis of the relationship between the degrees and Spanish university radio

College radio is subject to constant transformation. The rise of information and communications technologies has allowed its development and modernization as well as the proliferation of new professional profiles. This research aims to analyze the connection of the Spanish university stations with the relevant qualifications. To do this, we use a comparative methodology based on examination of descriptors and specific principal subjects of degrees such as Audiovisual Communication and Journalism, although we will be using other degrees that are acquiring more responsibilities in a radio station, such as the degree in Information and Documentation. In conclusion, structural weaknesses in the university environment are observed, but future possibilities are detected as well: A college radio station is a place of convergence between the training of students from different degrees and reality itself, a versatile medium that provides the relevance of being the first professional contact of college students with the labor market.