La formación permanente del profesorado de educación infantil como punto de partida de la formación inicial

Revista electrónica interuniversitaria de formación del profesorado, ISSN 1575-0965, Nº. 1, 1997 (Ejemplar dedicado a: Hacia un proyecto de formación profesional del profesorado) 01/1997;
Source: OAI


En esta comunicación se describen y analizan las demandas de formación que realizan las maestras y maestros de educación infantil que están en activo y se infieren las necesidades de formación que subyacen en sus demandas en relación a las capacidades y habilidades que se requieren para ser profesionales competentes. Estas necesidades nos proporcionan una información relevante sobre que aspectos de la formación inicial del maestro es preciso potenciar o mejorar.

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    • "Within the Spanish context, one of the most recognized studies about pre-school teacher training and development is Biscarri's (1993) study, which investigated the link between motivation and teachers' professional behaviors. Other researchers have also explored teacher training needs and motivations for training (Colen and Defis 1997; Martínez and Sauleda 2004; Albertín and Zufiarre 2005), although their approach was not focused in evaluating training. Moreover, researchers who have specifically analyzed continuing teacher training outcomes find that there are few reports of specific gains in classroom skills as a result of training (Cope and Inglis 1992, 307). "
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    ABSTRACT: Continuing training is important for all professionals, and is especially essential for professionals in education. In this article, we present a study that evaluates the state of continuing training in early childhood education in Spain. The research identifies the impact of training for teachers, for children and for educational centers. Results show that pre-school professionals are satisfied with continuing training and with the transfer of training to their jobs, although there is little evidence of real and effective transfer to the classroom. The final results allow us to draw up proposals to improve the effectiveness of teacher training and the education children receive.
    European Early Childhood Education Research Journal 09/2010; 18(3-3):407-421. DOI:10.1080/1350293X.2010.500081 · 0.46 Impact Factor


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