Improving the quality of Initial Teacher Training through the implementation of dual system: the case of the University of AndorraAlexandra Saz & Virginia Larraz (Universitat d’Andorra)

Mercè Gisbert (Universitat Rovira i Virgili)

Introduction

Methodological strategy

Dual Model

This study presents an organisational and methodological change in the Bachelor of Teaching and Learning (early childhood and primary) at the University of Andorra with the aim of improving its quality.

Theoretical

ConclusionsØIncrease the supervision of the school tutor.ØReinforce the coordination between the school and the academic tutor.ØImplement a Tutorial Action Plan.ØUse of a portfolio as a collection tool.ØIncorporate an assessment of the student’s performance in the classroom.ØInclude an integrative subject.

Proposals for improvement

Observation from a critical

perspective

Interventions in a

classroom

Recorded in a reflexive diary

Defence in front of an expert jury

Reflective practice

Comenius, J. A. (1632). La grande didactique. Édition de 1992. Paris: Éditions Klincksieck. Dewey, J. (1938). Experience and education, the Kappa Delta Pi lecture series,New York: Macmillan. Maubant, P. (2009). La alternancia en formación, otra mirada para cuestionar los sentidos del análisis de las prácticas de enseñanza. Pensamiento Educativo. Revista De Investigación Educacional Latinoamericana, vol.44, n.1, 119-­137. Perrenoud, P. (2004). Diez nuevas competencias para enseñar. Barcelona: Graó. Shön, D.A. (1983). The Reflective Practitioner: How professionals think in action. New York: Basic Books. Traducción española: (1998). El profesional reflexivo. Cómo piensan los profesionales cuando actúan. Barcelona: Paidós. Zabala, A. & Arnau. L. (2017) 11 ideas clave. Cómo aprender y enseñar competencias. Barcelona: Editorial Graó.

Connect the studies with the real life of the school

Establish more links between theory and practice

Improve professional skills of future teachers

Stimulating critical observation from early stages (Comenius, 1632)

Making theory meaningful through real situations (Maubin, 2009)

Reflective practice as a methodology (Dewey, 1938;; Shön, 1992)

Task-­based learning (Arnau and Zabala, 2008;; Perrenoud, 2004)

Enrichment theoretical subjects

High integration theory practice

Improving student reflective practice