Abstract
Social changes have brought educational challenges at all levels of education. One of the most important elements has been adopting the development of competences as a main goal. As regards teacher training, competences have been included in university degrees responding to a traditional concern related to teacher training: the necessary relationship between theory and educational practice. The objective of this work, in the Spanish context, is to define a model for the evaluation of didactic-disciplinary competences (frequently taught in university classrooms, in a theoretical way) within the framework of the school practicums of the degree in early childhood education (the unique practical context where a real application of competences may be assessed before professional performance). For this purpose, we analyzed the legislation (the specific didactic-disciplinary competences of the ECI/3854/2007 Order) and the school practicum plans of Spanish universities, in order to provide a useful tool to know how students apply theoretical learning in their classroom practices. The resulting model, focused on the learning of natural sciences, social sciences and mathematics, enables understanding the level of development of the didactic-disciplinary competences and can be considered as a conceptual framework to design instruments for different contexts.
Highlights
The social changes that have been taking place at an unprecedented speed since the end of the last century have had remarkable effects in the educational field at all levels.One of the common commitments to the different educational stages has been competencybased training, focused on the development of abilities and skills associated with the processes that we usually carry out in the multiple aspects of our lives [1]
If we start with the competences shared by the three areas involved, in relation to the competence “To know the scientific, mathematical and technological foundations of the curriculum of this stage as well as the theories about the acquisition and development of the corresponding learning” (C1), its realization is based on the curricular foundations and the learning theories of teaching practice, being common to the disciplines
In this work, from the intention of delimiting a model of evaluation of the didactic-disciplinary competences for the learning of natural sciences, social sciences and mathematics, within the framework of the school practicums of the degree in early childhood education. This intention was forged bearing in mind the theoretical–practical relationship of knowledge, the possibility of assessing the application of competences, worked on in a more theoretical way, to the reality of teaching but within the framework of initial training
Summary
The social changes that have been taking place at an unprecedented speed since the end of the last century have had remarkable effects in the educational field at all levels. Considering all the above, it is necessary to propose research that evaluates competences in the specific contexts of teaching practice, especially that focusing on the practical application of knowledge that may be considered more theoretical This evaluation should be carried out within the framework of initial training, since the aim is not to assess the development of the competences of in-service teachers, but rather the application of the competences of the degree in the reality of the classroom, without being influenced by the experience or the school culture of the schools. The school practices of the bachelor’s degree in early childhood education
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