Reflections in the environment of the new teaching culture

Abstract

In this paper, it is considered that when we refer to a «new teacher culture», we are talking about a complex, far-reaching emergent concept. This concept relates to a new model of scientific knowledge, to a new conception of assessment and to new exigencies concerning language. Therefore, even if changes in curriculum and teaching practices are necessary, they must be designed with a foresight of the future (which may be very different from our present), and with the aim of promoting humane values in front of deterministic attitudes derived from scientism and technocracy.