SKILLS AND KNOWLEDGE IN THE INITIAL TRAINING OF THE RURAL TEACHER
the case of Cataluña (Spain)
DOI:
https://doi.org/10.22478/ufpb.1983-1579.2021v14n2.58083Keywords:
Rural School, Initial formation, competences, KnowledgeAbstract
The initial training of rural teachers requires a training proposal that contemplates, in the Master's study plans, competencies and knowledge related to multigrade pedagogical practice. Future teachers must not only be instructed in content related to ordinary school, but also in a transversal way and in the modality of mention must also acquire knowledge about the school located in rural territories. The FOPROMAR (2019) project (E + KA201-038217) analyzes what these skills and knowledge should be and, as a conclusion, prepares a proposal on how this specific training could be dealt with from the study plans. The following article focuses on the analysis of the antecedents and the current state of the initial training of the rural teacher and integrates, as a result of this analysis, the improvement actions that are proposed in the framework of the FOPROMAR project.
Downloads
Metrics
References
ABÓS, Pilar, BOIX, Roser, DOMINGO, Laura, LORENZO, Juan Y RUBIO, Pascual. El reto de la escuela rural. Hacer visible lo invisible. Barcelona: Editorial Graó, 2021. 162.
BOIX, Roser. La dimension territoriale et la formation professionnelle enseignante en Espagne. En CHAMPOLLION, Pierre, Territorialisation de l’éducation. Londres: ISTE Editions Ltd 2020, n. 5, 2021.
DURAN, Assumpta, GEIS, Xavier, PAYARÓ, Miquel. L’escola rural: petita, pública i de poble. Barcelona: Associació de mestres Rosa Sensat, 2020.
FUNDACIÓ MÓN RURAL. Proyecto FOPROMAR. La formación profesional y las competencias del maestro rural como dinamizador de la dimensión territorial de la escuela rural (E+ KA201-038217): Informe Final. Fundació Món Rural. Lleida. 2019. 398 Disponible en https://fopromar.files.wordpress.com/2019/11/informe-final-proyectoe-fopromar.pdf
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2021 Curriculum Space Journal
This work is licensed under a Creative Commons Attribution 4.0 International License.
By submitting an article to Curriculum Space Journal (CSJ) and having it approved, the authors agree to assign, without remuneration, the following rights to Curriculum Space Journal: first publication rights and permission for CSJ to redistribute this article. article and its metadata to the indexing and reference services that its editors deem appropriate.
