Mathematics Primary Teacher Training in the Context of the European Higher Education Area

By Jose Luis Lupianez, Marta Molina, Pablo Flores and Isidoro Segovia Álex.

Published by The Social Sciences Collection

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Article: Print $US10.00
Article: Electronic $US5.00

The future implementation of the European Higher Education Area requires thorough reflection on how to design and develop teacher training courses. In this reflection, it is important to reconsider, among other issues, (a) the role of prospective teachers in their own learning process and (b) the professional competencies that they must develop in the course of their higher education. Since 2003, the University of Granada has undertaken the development of pilot experiences to adapt some degree programs to this new framework. One of these degrees is Teacher in Primary Education degree, which includes several courses that focus on promoting prospective teachers’ development of mathematical and pedagogical knowledge. In this paper how to organize future teachers’ learning through practical activities in one of these courses is described. Firstly, the general process of adapting the course is analysed. Secondly, its theoretical and practical structure, with some examples of practical activities, are described. Finally, some results of the implementation are discussed.

Keywords: European Higher Education Area, Teachers Training, Competencies, Mathematics Education, Theory and Practice

The International Journal of Interdisciplinary Social Sciences, Volume 2, Issue 4, pp.223-232. Article: Print (Spiral Bound). Article: Electronic (PDF File; 562.938KB).

Jose Luis Lupianez

University of Granada, Granada, Spain

Dr. Marta Molina

Lecturer, Mathematics Education Department, Faculty of Education, University of Granada, Granada, Spain

Dr. Pablo Flores

University of Granada, Granada, Spain

Dr. Isidoro Segovia Álex

University of Granada, Granada, Spain


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