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This paper has been carried out from data obtained in the TALIS 2013 study, conducted by the OECD, where important teaching aspects of secondary school teachers from 32 countries have been evaluated. The importance of the information in this macro-study has led us to analyse the situation of Spanish teachers. Therefore, the aims sought are to analyse the teaching practice of Spanish teachers of Compulsory Secondary Education, compare the situation in Spain with the rest of the participating countries and identify teaching profiles of Spanish teachers.

The main aim of this article is to offer a critical reflection on the need of rethinking the teachers professional skills and their academic pathway, given the changes and current transformations (crisis, in its etymological sense). In fact, a series of changes, transformations, are identified and affect directly the educators comprehension. Amongst others: the transformation of work bound up with the processes of the economic globalization, and the transformation of the learning environments imbued by the TICs; the population growth, a demographic

This article is presented against the background of the growing distrust regarding the masters degree program for secondary education teachers, following the lapse of five years since its implementation in Spain. This paper examines the program development in the higher education system, adapted to the European Higher Education Area. The main idea involves a need to rethink, in more pragmatic terms, this initial training under the following assumption: the reconstruction of the university project as quality assurance, starting from the creation

In a context in which the «policies based on the teachers» have acquired a major interest in the international level, this contribution focuses its attention on strengthening the teaching profession and its central core: the model of selection and initial training of teachers. From a concept of profession that is typical of robust professions, analyzes the status of the teaching profession and highlights their weaknesses. Later it describes the model of access to specialized medical profession by MIR system (Resident Internal Doctor) and it analyzes

Reform of Secondary Education Teacher Training in Spain has been articulated from the new regulation of masters degrees. Considering teaching a regulated profession, the ministerial regulations define some compulsory basic requirements and let each university to design their specific program. With the purpose of knowing and assessing the Practicum, a research which involved 85 of private higher education institutions providing the Master Program in Teaching in Secondary Education has been conducted. The overall results

Through an extended example, I explore the relevance for secondary mathematics teachers of <concept study> a mode of working with pre-service and practicing educators designed to support the development their understandings of mathematics in ways that help to activate their formal disciplinary knowledge when teaching.

This study reviews the core concepts that research in science education advocates today to achieve quality teaching and learning of science, and therefore the concepts as evidences that should inspire the initial training of science teachers through the master studies. Thus, the concepts of scientific and technological literacy, key competencies, pedagogical content knowledge and nature of science and technology are raised, along with a list of beliefs about teaching science that represent widespread teaching mythical beliefs among teachers. From

The Didactics of Spanish Language and Literature (DLL) in the Masters Degree in Secondary School Teaching is poor due mainly to the lack of preparation of the university teachers in didactics. Often teachers repeat the contents of degree and themes overlap between subjects because of its diffuse boundaries and lack of coordination. The fundamental purpose of this paper is based on an organization of teaching subjects for language and literature contents, necessarily linked to a research specialization of teachers in teaching in Secondary School.

The first point consists of being aware that the education of the teachers concretely those of secondary education needs to assure besides the theoretical and technical dimensions of the task of teaching the <ethical-pedagogical> dimensions in a deep sense. From there, this study has an aim: to shed light on a good part of what Van Manen has been discovering through his numerous reflections and researchs on the theory and practice of the <ethical-pedagogical responsibility>; a disposition that is in the heart of every real teacher-educator,