Teacher training

Compartir en:

• pinterest

In the early days of UICE, a major activity was to deliver the Course awarding the “Certificado de Aptitud Pedagógica” (CAP), the Pedagogical Aptitude Certificate. These courses afforded both Secondary teachers and academics showing a special interest in specific subjects in secondary settings the opportunity to gather and debate. On the occasion of such a course design and delivery, proposals for education research and innovation were put forward, with outcomes being further embedded into the courses.  This early-time emerging education research informing teacher training courses played also an essential part in the subsequent teacher education programme. The new programme was implemented as Initial Teacher Training Course for Secondary Education (FIPS). It was a ground-breaking course that inspired most of the postgraduate initial teacher training programmes that are being currently delivered in Spain.  From the former ICE’s engagement for five decades, up to the present-day IUCE’s undertaking, postgraduate initial teacher training courses have been complemented by a wide range of continual professional development courses and teacher training courses, that are infused with the same innovative educational phylosophy as the former initial teacher training courses. It is precisely on such continual professional development and teacher training courses that the IUCE’s action is currently focused.

From education research, evidence-informed design of teacher training courses remains a distinctive feature of IUCE’s teacher training delivering.  Also, programmes in professional development for teachers leave the door open for attendees to further engage in education research and innovation projects.

In the present day, we are committed to further extending our teacher education offering into new learning models, like online teacher training that embraces both traditional models and most innovative learning technologies, including the massive open online courses (MOOCs).

Also, particular emphasys is given to educational matters such as competence teaching and learning, learning in informal settings, and teaching use of Information and Communication Technologies (ITC).

A major strand of action is conducted within the framework of collaboration agreements with other national and international institutions. Thus, some of these agreements have resulted in developing educational proposals targeting parents, museum managers and professionals, cultural centres, urban laboratories, leisure centres, etc.