Measures to improve pre-service teacher training according to the faculty members of an education department

Abstract

INTRODUCTION. This article addresses the need to improve the plans of pre-service teacher training in Spain proposing, through a participatory process among teachers of a university pedagogical department, a set of measures and strategies to this end. METHOD. The measures proposed are the outcome of a discussion held, based on a Participatory Action Research process over one academic year (2014-2015), by 28 faculty members enrolled in a Delphi Panel. RESULTS. As a result of the participatory process seven improvements, those of which implementation and regulation is beyond the possibilities of university teachers, university departments/faculties and universities themselves, are proposed. Moreover, other seven measures that do not require external political decisions to be applied are described. DISCUSSION. The involvement of teachers is necessary and crucial for the success and impact of any reform on pre-service teacher training. That is why it is considered appropriate to initiate processes described herein as broadening the debate with the participation of all teachers involved in teacher training (not only the members of a pedagogical department) and the generation of synergies that promote the constant analysis and improvement of the curriculum, didactic methods, evaluation processes, etc. followed in the pre-service teacher training courses.