The Master of Secondary Education in initial teacher education: Challenges and projections in Andalusia from the coordinators’ perspective
DOI:
https://doi.org/10.47553/rifop.v100i39.1.101105Abstract
Initial Teacher Education (ITE) is crucial for connecting theory and practice, questioning beliefs, and developing didactic and curricular management competencies. The practicum provides a vital space for reflection and professional identity formation. To enhance ITE effectiveness, institutions must include dedicated moments of reflection, foster collaboration between students and tutors, and bridge the gap between academia and pedagogy. Universities play a central role in this comprehensive training process. Across Europe, ITE models vary, including concurrent, consecutive, and mixed approaches. In Spain, the consecutive model predominates, presenting challenges such as the need to teach ethical principles and integrate theory and practice more closely. This study investigates the challenges and prospects of the Master's Degree in Compulsory Secondary Education and Baccalaureate, Vocational Training, and Language Teaching (MAES). It examines the perspectives of those overseeing initial teacher training programs in Andalusian universities. Through interviews with 12 coordinators and a polyphonic analysis, emerging themes were identified. The results reveal four main areas of challenges and prospects: teaching staff profiles and characteristics, curriculum, practicum activities, and the present and future dynamics of MAES students. The discussion focuses on the integration of theory and practice, the impact of the labor market on teachers' professional prospects, and the evaluation of MAES coordination.
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