The school context as a formative scenario for the training of pre-service primary teachers. Practicum in Quebec as a model to reflect upon the new teacher-training B.A. programmes in Spain

Abstract

Due to their professional nature, based on competences, and thanks to their transformation into four-year degrees, the design of the curricula for the new programmes of Teacher Training in Spain enables the Faculties of Education to improve the quality of the initial training of pre-service primary teachers. Most new credits will be assigned to the extended -Practicum period in partner primary- schools. This implies a profound change of scenario, which will have to lead to a revision of both methodologies and organization. The Teacher Training Programmes of Quebec provide us with elements of analysis and reflection which serve as guidelines and conclusions that can be transferred to both the organization of our curricula and the integration of the Prácticum into a global and cross-curricular approach to the degree.