Vol 7 No 3 (2020)

Analysis of Initial Teacher Training for the European Area: A Key Instrument of Social Transformation

Maria del Carmen Pegalajar Palomino
University of Jaen, Department of Pedagogy, Spain.
Marta Medina-Garcia
University of Almeria, Department of Education, Spain.
Lina Higueras-Rodriguez
University of Almeria, Department of Education, Spain.
Published August 19, 2020
118 Views | 60 Downloads
  • Higher education, university student, curriculum, quality of education, European higher education area, degree, master’s.
How to Cite
Palomino, M. del C. P., Medina-Garcia, M., & Higueras-Rodriguez, L. (2020). Analysis of Initial Teacher Training for the European Area: A Key Instrument of Social Transformation. Journal of Education and E-Learning Research, 7(3), 277-284. https://doi.org/10.20448/journal.509.2020.73.277.284


University plays a vital role in the social development of students, and, in line with this premise, the main foundations for the creation of the European Higher Education Area are based on the social perspective for its promotion. The introduction of the Spanish university system into the European Higher Education Area has had an impact on initial teacher training. In order to maintain a balance from the social perspective, this work analyses the student's perception of a bachelor’s degree in early childhood education and primary education and a master’s in secondary education on the implications of the European convergence process for their initial training. It is a descriptive study that uses an "ad hoc" scale as an instrument for data collection, addressed to students from two Spanish universities (n=682). Results show the positive evaluation of the student towards the practicum, understood as a complement to their academic training, as well as the coherence between the theoretical and practical contents in the different subjects, among other aspects. However, it also criticizes the development of subjects taught by several professors, as well as the lack of information disseminated by the university on the implications that this European process has generated in the teaching-learning process. These perceptions are more favorable in master’s students than in undergraduate students. This allows the identification of the potentialities and limitations of the European process for the initial teacher training.


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