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Gefördert durch das Auswärtige Amt unterstützt der DAAD auf Basis des Programms Dhoch3 seit 2015 die universitäre Ausbildung künftiger Dozentinnen und -Dozenten im Fach Deutsch als Fremdsprache (DaF) an internationalen Hochschulstandorten. Die Inhalte der Dhoch3-Online-Studienmodule, die von Expertinnen und Experten an deutschen Hochschulen konzipiert wurden, sind weltweit in bestehende Deutsch- und Germanistikstudiengänge integrierbar und ergänzen das bestehende Angebot im Hinblick auf die Qualifizierung künftiger Lehrender. Der vorliegende Sammelband ist der ersten wissenschaftlichen Dhoch3-Konferenz gewidmet, die vom 1. bis 3. Juni 2022 stattfand. Entlang des Konferenzthemas "Deutsch als Fremdsprache in der digitalen Welt", kamen Vertreterinnen und Vertreter der Nutzergemeinschaft von Dhoch3, die in fast 30 Ländern als DaF-Dozierende ihre Wirkung entfalten, im virtuellen Raum zusammen, um die fachlichen und wissenschaftlichen Beiträge zu verfolgen und sich zu den Möglichkeiten des Programms Dhoch3 ebenso austauschen und vernetzen wie zu grundsätzlichen Fragestellungen welche die Potenziale der Digitalisierung im Fach Deutsch als Fremdsprache betrafen. Etwas mehr als ein halbes Jahr nach Abschluss der Konferenz ist nun der vorliegende Sammelband entstanden, für den insgesamt 16 fachliche und wissenschaftliche Konferenzbeiträge verschriftlicht wurden. Der Sammelband ist in fünf Abschnitte untergegliedert. Im ersten, einführenden Teil werden die Leserinnen und Leser mit dem Programm Dhoch3 vertraut gemacht. Im zweiten Abschnitt folgen drei "Werkstattberichte", die sich der Fragen der Implementierung von Dhoch3- sowie den anwendungsbezogenen Programmkomponenten "Praxiskomponente" und "Lehr-Lern-Bereich Blended Learning" widmen. Im dritten Teil werden die Konferenzbeiträge zusammengefasst, die unmittelbar dem Programm Dhoch3 gewidmet sind, in den Beiträgen des vierten Teils werden Fragestellungen thematisiert, welche verschiedene, grundsätzliche Aspekte der Digitalisi

As far too many intellectual histories and theoretical contributions from the ‘global South’ remain under-explored, this volume works towards redressing such imbalance. Experienced authors, from the regions concerned, along different disciplinary lines, and with a focus on different historical timeframes, sketch out their perspectives of envisaged transformations. This includes specific case studies and reflexive accounts from African, South Asian, and Middle Eastern contexts. Taking a critical stance on the ongoing dominance of Eurocentrism in academia, the authors present their contributions in relation to current decolonial challenges. Hereby, they consider intellectual, practical and structural aspects and dimensions, to mark and build their respective positions. From their particular vantage points of (trans)disciplinary and transregional engagement, they sketch out potential pathways for addressing the unfinished business of conceptual decolonization. The specific individual positionalities of the contributors, which are shaped by location and regional perspective as much as in disciplinary, biographical, linguistic, religious, and other terms, are hereby kept in view. Drawing on their significant experiences and insights gained in both the global north and global south, the contributors offer original and innovative models of engagement and theorizing frames that seek to restore and critically engage with intellectual practices from particular regions and transregional contexts in Africa, South Asia, and the Middle East.

En esta memoria se presenta la trayectoria de trabajo seguida dentro de una experiencia de colaboración docente escuela-universidad promovida por el Programa experimental de formación e innovación “Hermes”. Este proyecto, que cobra vida gracias a un convenio de colaboración entre la Dirección Provincial del Ministerio de Educación y Formación Profesional en Ceuta y la Universidad de Granada (Campus Ceuta), ha contribuido a la mejora de la práctica docente y el desarrollo profesional de las docentes implicadas en la experiencia a través de la realización de estancias formativas durante el curso académico 2021-2022. Los intercambios formativos bidireccionales se han desarrollado entre los meses de enero a mayo de 2022 y han tenido lugar entre el CEIP Ramón María del Valle Inclán y la Facultad de Educación, Economía y Tecnología de Ceuta de la Universidad de Granada. Han participado en la experiencia dos docentes del centro educativo y una profesora del área de Didáctica y Organización Escolar de la facultad. Las profesoras implicadas optaron por una propuesta de trabajo colegiado (con una vertiente de formación, de innovación y de investigación) en torno al proceso de enseñanza y aprendizaje de un tema que, en la actualidad, preocupa y ocupa la atención de muchos docentes de educación infantil, la diversidad familiar. ¿Está preparada la escuela para tratar la diversidad familiar?, ¿cuál es el tratamiento de la diversidad familiar en las aulas de infantil?, ¿qué valoración hacen los futuros docentes de educación infantil sobre la formación académica recibida en materia de diversidad familiar?, ¿sabrán cómo enfrentarse a ella pedagógicamente en sus futuras aulas? son algunos de los ejes e interrogantes claves que han marcado su ritmo de trabajo, su proceso de planificación conjunto, trabajo colaborativo, encuentros, intercambios formativos, mejoras… Todos ellos elementos protagonistas y señas de identidad de la experiencia de desarrollo profesional docente vivida, al am

We have a system that is unable to keep students excited about their own learning and educational performance. In light of this situation it is the responsibility of educators to make a broad and global reflection on what must be changed and how this change may be managed. We believe that change is possible and there is no objective more necessary for society than investing in its future project. This paper proposes an exhaustive analysis of the current situation of the secondary school teachers and from there on justifies the change through the teaching practice based on innovation and with a better training in pedagogical and didactical issues.

Context: With an increase in cultural diversity in many countries, schools and teacher educators are grappling with the question of what this diversity might bring in vocational education, and how teachers can be prepared to work with this diversity. In order to train and empower teachers who experience tensions because of culturally diverse student populations, it is useful to know whether teachers do have different needs to work with this diversity. This study reports on profiles in teachers' experience of value-based tensions (professional ethics and stance, diversity and communality, respect, personal autonomy, and justice) teaching in culturally diverse classes of Senior Secondary Vocational Education and Training (SSVET). Methods: This study relied on data from a questionnaire completed by 891 teachers from 20 culturally diverse SSVET schools in the Netherlands. A Hierarchical Cluster Analysis was performed to identify subgroups of teachers that have a similar pattern of responses (profiles) with regard to the different value-based tensions they experienced. Subsequently, the association of the distinguished profiles with the competence elements (knowledge, skills and attitudes) was examined with ANOVA. Lastly, the P-value of the Pearson Chi-Square was examined through cross-tabulation analysis to determine whether the associations between the distinguished profiles and personal and contextual characteristics were statistically significant. Findings: Hierarchical cluster analysis identified three profiles suggesting that teachers experienced all tensions more or less to a certain degree: Relaxed, rarely tense, or reasonably tense. "Professional ethics and stance" tension was the most frequently experienced value-based tension in all three profiles. The profiles were related to teachers background characteristics. The teachers with a reasonably tense profile work mainly in the lower levels of the SSVET. These teachers reported to have had more training on the t

In recent years, numerous studies and experiences have been developed in the field of teacher education that promotes professional development. These include works that manage to create and maintain a network, a community of practice or other forms of collaborative work among teachers, whether from the same educational level or from different institutions and levels. Most of these are joint work experiences carried out around the practical component in initial teacher training in which a methodology is used that falls within the broad field of qualitative research. Although all these studies reveal a field of work in which the productive relationships among the university, the educational centers, and their community are evident, none have addressed the professional growth of teachers through bidirectional training exchange between public early childhood and primary education centers and the university. This is a new format or formula that has proven to be effective and that allows further progress to be made in the field of initial and continuing teacher training. Aware of the benefits derived from this, the University of Granada (Spain) launches an initiative in the 2020-2021 academic year with the implementation of the experimental program HERMES. The main purpose is to create networks and working groups between teachers from schools and universities to facilitate the implementation of joint training, innovation and/or research projects in the next academic years. The bidirectional training stays between the educational center and the university give the Program an innovative profile within our country. This paper focuses its attention on it.

Die Zuordnung des Elementarbereichs zum Erziehungs- und Bildungssystem ist keineswegs selbstverständlich und historisch betrachtet ein relativ junges Phänomen. Begründet wird diese Zugehörigkeit heute vorwiegend mit bildungspolitischen Argumenten sowie Erkenntnissen der empirischen Bildungsforschung. Der vorliegende Beitrag legitimiert die Verankerung im pädagogisch organisierten System des lebenslangen Lernens auf andere Weise: Er führt mit Hilfe der Ausdifferenzierung pädagogischer Technologien und Kernaktivitäten für den Elementarbereich den Nachweis, dass frühpädagogische Fachkräfte strukturell ähnliche Praktiken ausführen wie Lehrkräfte, Sozialarbeiter*innen, Weiterbildungspersonal und Hochschullehrende. Damit wird ein egalisierender Faktor in die Debatte eingeführt., The affiliation of the elementary education with the educational system is not self-evident and, historically speaking, a relatively recent phenomenon. Today, this affiliation is based mostly on educational policy arguments and findings of empirical educational research. This article legitimises the foundation of ele-mentary education in the pedagogically organised system of lifelong learning in a different way: through the differentiation of pedagogical technologies and core activities for the elementary sector it provides evidence that early childhood educators are involved in structurally similar practices as teachers, social workers, further education professionals and university lecturers. With this argument we introduce an equalising factor into the debate.

Context: Often, vocational education and training (VET) professionals are not systematically prepared for their demanding, mostly diverse and complex tasks. Professional development can be understood as an enlargement of competencies that arise as opportunities in daily work. This study, embedded in a funded research project, focuses on VET professionals and their professional development. The research question is as follows: What challenges and problems regarding their professional development, as well as possible solutions, are described by training professionals in VET in Germany? Approach: The goal of this study is to discover what challenges VET professionals face and how they cope with them. Accordingly, this research was formalised with the following components: (A) An explorative study with group discussions (N = 53 participants in six groups) and (B) result validation with German VET experts (N = 10). The data were recorded, transcribed and analysed using qualitative content analysis. Results: Using a theory-based category system, the group discussion results were summarised in 12 systematic, organisational- and individual-level statements. The statements indicated that despite the necessity of formal professional development in the area of further training, most VET professionals must still be able to profit from offers at or below the German Qualification Framework (DQR) level 5. Many VET professionals ultimately sought visible recognition of their activities or personal commitment with regard to pedagogical and company-economic functions. The 10 VET experts also evaluated the 12 statements as important. Conclusion: The results of this study show that there is a huge need for qualification and learning opportunities for VET professionals. The demand is mostly for modern, tried-and-tested concepts and central themes, such as action and competency orientation, practice and transfer orientation, individual and structural reflection, media competency and lear

Context: Vocational teachers are called to constantly meet the upcoming needs in social and working life. In Sweden, the high demand for vocational teachers has led to their recruitment in the early stages of vocational teacher studies or even before teacher training. Entering this new community of practice, vocational teachers cross boundaries between their previous occupation and their teaching job, mediating the introduction of competence between them. In this context, the study explores vocational teachers' competence through their own perceptions, addressing important competence areas, as well as how competence is understood. Approach: The study employs a socio-cultural perspective on learning. Communities of practice establish their regime of competence, a set of principles and expectations that recognise membership. To be competent is translated as understanding the shared enterprise of the community, being capable and allowed to engage in it and, thus, interact with the other members and with the available resources. Hence, what is expected by members to know and to be is defined by the regime of competence and, hence, by the community. Comprised of 14 semi-structured interviews with vocational teachers in different vocational disciplines, employed both in upper secondary and adult education schools, the study adopts a qualitative research strategy. The research material was analysed thematically. Findings: According to findings, important competence comprise of up-to-date vocational competence supporting the performance of vocational teaching, but also interpersonal competence, including good communication and the construction of a close relationship with the students. The student-teacher relationship serves as the basis to match students with their work placement, facilitating higher work-based training quality. Moreover, maintaining a continuous development attitude and openness to critique are crucial for teachers. Finally, teachers approach competence f

Context: This research was conducted in the context of Finnish vocational education and training (VET) teacher training. The teacher training was work-based, meaning that each teacher trainee was already working as an unqualified VET teacher. Workplaces were comprehensively utilised as the learning environment, with teacher training support also being provided in the form of contact days, webinars, and online learning activities. Approach: We aimed to explore the main components of information and communications technology (ICT) competencies among vocational teacher trainees within work-based training and also to reveal the supportive and challenging factors related to developing ICT competencies within the training. Overall, 44 vocational teacher trainees participated in our study. The data were analysed via qualitative content analysis. Findings: Six main ICT competence components were identified during the work-based training: (1) The use and creation of digital learning materials, (2) the planning and use of digital learning environments, (3) synchronous digitally enhanced teaching, (4) general ICT competencies, (5) digital interaction, and (6) digital assessment. The development of teachers' ICT competencies was supported by their own active use of ICT and by experimenting with the ICT software and ideas presented by the teacher training staff. Challenging factors in ICT development included the continuous feeling of haste and the lack of time in the workplace, as well as the failure to recognise prior ICT competencies within the teacher training. This could limit the development of ICT competencies. Conclusions: Work-based VET teacher training has the potential to develop teacher trainees' ICT competencies because it allows immediate implementation and experimentation with regard to new ICT ideas and tools. By aligning this research with prior research, it is possible to construct a comprehensive ICT competence framework to support VET teacher training and wor

Im nordrhein-westfälischen Landtag wurde mit den Stimmen der Abgeordneten der CDU/FDP-Regierungskoalition eine novellierte Lehramtszugangsverordnung beschlossen. Diese Entscheidung fiel, obwohl es einen breiten zivilgesellschaftlichen Widerspruch und Protest gegen die Pläne der Landesregierung gab. Das Unterrichtsfach "Sozialwissenschaften (Politikwissenschaft, Soziologie, Wirtschaftswissenschaft)" wird, so der Verordnungstext, durch die Wörter "Wirtschaft-Politik/Sozialwissenschaften" ersetzt. Diese Umbenennung der Lehramtsstudienfächer klingt zunächst wenig dramatisch, führt aber zu tektonischen Verschiebungen, die zu Lasten politischer und vor allem soziologischer Lehrinhalte gehen. Die hier wiedergegebene Landtags-Stellungnahme der DVPB NW skizziert daher nicht nur die Situation der sozialwissenschaftlichen Bildung in Nordrhein-Westfalen, sondern auch die befürchteten negativen Auswirkungen der novellierten Lehramtszugangsverordnung. Diese stellt einen Frontalangriff gegen die politisch-gesellschaftliche Bildung in Nordrhein-Westfalen dar.

La investigación que proponemos pretende identificar y dar a conocer las creencias que sobre la formación práctica universitaria poseen los futuros maestros de la Universidad de Granada, antes y después de realizar el prácticum. En concreto, queremos averiguar si la inmersión en los escenarios de prácticum produce efectos diferenciales en las creencias que sobre la enseñanza práctica poseen los aprendices de profesor. Los resultados procedentes del tratamiento estadístico aplicado a los datos que han sido recogidos mediante un inventario de creencias, construido ad hoc, ponen de manifiesto que existe una asociación significativa entre las creencias de los futuros maestros y la asignatura de Prácticum, esto es, con haberla cursado o no. Se confirman, por tanto, las hipótesis de investigación declaradas en nuestro estudio., The research that we propose seeks to identify and to give to know the beliefs that students teacher of the Granada University possess on the university practical formation after their immersion in the field experiences. In short, we want to verify if the immersion in the scenarios of practicum produces differential effects in the beliefs that the students teacher possess on the practical teaching. Theresults obtained through statistical processing applied to the data gained through inventory of beliefs, make ad hoc, show that a significant association exists among the beliefs of the students teacher and the subject of Practicum, this is, with having studied it or not. Therefore, the hypothesis of investigation declared at the beginning of the study are confirmed.

El propósito general de nuestra investigación es conocer y describir las creencias que sobre la formación práctica universitaria poseen los futuros maestros de Lengua Extranjera de la Universidad de Granada, antes y después de su inmersión en los escenarios de prácticum. Ésto nos permitirá averiguar si se produce algún tipo de cambio o reconceptualización en las creencias previas que los aprendices de profesor llevan consigo a esta etapa. Los resultados procedentes del tratamiento estadístico aplicado a los datos permiten constatar que, en general, los futuros docentes, antes y después de cursar el prácticum, mantienen una actitud positiva hacia la mayoría de las declaraciones que conforman el inventario. Las evidencias que proporciona la comparación realizada revelan, además, que el paso por la experiencia de prácticum hace que se modifiquen, alteren o reconsideren algunas de sus creencias previas., The general purpose of our research is to know and to describe the beliefs that students teacher of Foreign Language of the Granada University have on the university practical formation, before and after their immersion in the field experiences. This will allow us to discover if takes place some exchange or reconsideration in the previous beliefs that the students take get to this experience. The results obtained through statistical processing applied to the data allow to us verify that, in general, the student teachers, before and after carrying out the practicum, maintain a positive attitude toward most of the declarations that conform the inventory. The evidences that the comparison carried out provides to us reveal, also, that the step for the experience of practicum makes that they modify, alter or reconsider some of their previous beliefs.

The professional training of candidates for the teaching practice has become a topic of concern for all those dedicated to it professional, academic and politically. In this sense, it is important to identify the qualities (knowledge, skills and other competencies) which a highly qualified teacher must have. This issue is now more essential since the current convergence policies of the European Union raise more demands and needs in preparing excellent teachers, requiring a thorough study prior to the design of any training proposal. The present work is a clear contribution in this direction; we analyze in detail the professional profile required by the university professor in order to contribute to the training of internationally qualified professionals.

The overall purpose of this research has been to discover if the students teacher of the Granada University, before and after its immersion in the field experiences, they exhibit different beliefs on the practical teaching and if the differences in such beliefs are statistically significant. From the results obtained through statistical processing applied to the data gained through inventory of beliefs, make ad hoc, we can verify that exist differences statistically significant regarding the beliefs that the students teacher have on the university practical formation in function of having carried out the practicum. In short, of the 98 declarations that conforms the inventory, 55 are significant. The evidences that the statistical T of Student reveal us, also, that the step for the field experience makes that they modify, alter or reconsider some of the previous beliefs that the students take get to this period.

Sammelrezension: 1) Sotzek, Julia: Emotionen im Berufseinstieg von Lehrpersonen: eine praxeologisch-wissenssoziologische Untersuchung ihrer Bedeutung für die Professionalisierung. Bad Heilbrunn: Verlag Julius Klinkhardt 2019. ISBN 978-3-7815-2344-9. 2) Haverich, Ann Kristin: Sportlehrer*in-Werden. Rekonstruktionen über die Passungsverhältnisse von Sportstudierenden im universitären Feld der Lehramtsbildung. Bad Heilbrunn: Julius Klinkhardt 2020. ISBN 978-3-7815-2384.

The demand in the workplace is rapidly changing brought about by the educational reforms and the emergence of disruptive technology. The changes increase the importance of employability skills and literacy that would ensure career success and degree program relevance. On this premise, a study was carried out using a scoping review to examine the existing literature that published information related to employability skills of Teacher Education graduates in the Philippines. The review covered fifteen published articles that qualified in inclusion and exclusion criteria. Results revealed the top employable skills which include communication; information and communication technology; problem-solving and critical thinking; collaboration, cooperation, and teamwork; research; and leadership. This study offers these skills as a framework in the curriculum enhancement of teacher education programs. It was recommended to Teacher Education Institutions to revisit their curriculum and find out if these competencies were given considerable emphasis in instruction. The partially employable skills of graduates from teacher education programs imply the furtherance of the inquiry to confirm if these skills are employable or not. Future tracer studies may take the lens of the framework in evaluating the responsiveness of the curriculum.

La revisión exhaustiva de la literatura científica sobre el campo de la formación de docentes en competencia digital nos alerta de un foco aún muy necesitado de investigación, el área de seguridad digital, sobre el que el presente trabajo centra su atención. Apenas existen estudios que aborden específicamente el área de seguridad en el ámbito universitario o en futuros docentes. Si se sabe que la seguridad constituye un factor determinante en la adquisición de la competencia digital, las instituciones de educación superior deben proporcionar una formación que promueva la seguridad como una cuestión de alta prioridad en el ámbito educativo y, en especial, en los programas de formación de docentes. El propósito de este estudio es conocer cuál es la percepción que tienen los futuros docentes de la Facultad de Educación, Economía y Tecnología de Ceuta de la Universidad de Granada sobre la preparación que reciben en competencia digital durante el período de formación inicial, concretamente, en el área de seguridad. Para el desarrollo del estudio nos apoyamos en el método descriptivo y aplicamos un cuestionario de elaboración propia. Los resultados obtenidos han permitido averiguar si los futuros docentes realmente se sienten formados y, a su vez, si precisan de más formación teórico-práctica para ser competentes digitalmente, en especial en el área de seguridad, en su futura práctica profesional., The exhaustive review of the scientific literature on the field of teacher training in digital competence alerts us to a much needed focus of research, the digital security area, on which this paper focuses its attention. There are hardly any studies that specifically address the security area in the university context or in student teachers. If security is known to be a determining factor in the acquisition of digital competence, higher education institutions should provide training that it promotes security as a high priority issue in education and especially in teacher training programs. The purpose of this study is to know what is the perception that student teachers of the Faculty of Education, Economics and Technology of Ceuta of Granada University have about the preparation they receive in digital competence during teacher training period, specifically, in the security area. This study used the descriptive method, developing our own questionnaire. The results obtained have allowed us to find out if student teachers really feel trained and, in turn, if they need more theoretical and practical training to be digitally competent, especially in the security area, in their future professional practice.

La línea de investigación sobre creencias de los docentes en formación constituye uno de los más complejos ámbitos de estudio en el campo del aprender a enseñar; toda una sugerente línea de estudios en torno a las creencias de los aprendices de profesor (su origen y perpetuación, su intervención en procesos cognitivos, su influencia en los individuos, su relación con la práctica de la enseñanza…). Fruto de nuestra revisión teórica al respecto, surge el presente artículo, que intenta aproximarse al propio concepto de creencias, averiguar su origen y necesidad, el papel que juegan en el crecimiento profesional de los docentes y su relación con otros constructos concomitantes cuales son el conocimiento, las teorías implícitas, las actitudes y disposiciones docentes, etc., haciendo un recorrido por las investigaciones y trabajos realizados que han aportado resultados interesantes sobre esta temática., The line of research on student teachers’ beliefs constitutes one of the most complex scopes of study in the field of learning to teach; all a suggestive line of studies around the beliefs of the student teachers (its origin and maintenance, its intervention in thinking processes, their influence in the individuals, their relation with the practice of education…). Fruit of our theoretical revision on the matter, the present article arises, that tries to come near to the own concept of beliefs, to find out its origin and necessity, the paper that plays in the professional growth of teachers and its relation with other closely related or united concepts as they are the knowledge, the implicit theories, the educational attitudes and dispositions, etc., doing a route by the research and developed works that have contributed interesting results on this thematic.

El presente estudio se encuadra dentro de un trabajo de invetigación de mayor envergadura realizado en la Facultad de Ciencias de la Educación de la Universtdad de Granada. Nuestro propósito principal es organizar y resumir el amplio abanico de creencias que sobre el entrenamiento práctico universitario poseen los estudiantes de profesorado de esta universidad, tras realizar su estancia en los centros de prácticum. En concreto, queremos averiguar si las creencias que poseen los futuros docentes con experiencia de practicum sobre este componente formativo pueden reducirse a un numero finito de factores que las representen de manera comprensiva., The present study is part of a research of greater spread carried out in the Faculty of Education, University of Granada. Our main intention is to organize and summarize the wide range of beliefs that students teacher of this university have regarding the university practical training, after attending their stay in the centres of practicum. In short, we want to verify if such beliefs that students teacher with expenence of practicum have on this formative component can be decreased to a finite number of factors that represent them in an understanding way.

La literatura científica y de investigación sobre la formación inicial de docentes pone de manifiesto el papel decisivo que las experiencias de enseñanza práctica juegan en la preparación de profesores excelentes. Pese a tales excelencias, encontramos autores que revelan algunas de las limitaciones inherentes a la normativa, organización, desarrollo y valoración que se realiza del prácticum; problemas que dificultan, sin duda, la explotación de su verdadero potencial formativo. Si además se entiende que el aspecto crucial de este tramo es que debe resultar formativo y enriquecedor para los aprendices de profesor, se hace necesario una cuidadosa y adecuada planificación del mismo, así como el establecimiento de dispositivos (convenios, planes de colaboración, conciertos interinstitucionales ... ) que hagan posible su operativización en condiciones de calidad (Putnam y Borko, 2000; Mérida, 2001). El trabajo que presentamos es una clara contribución en esta dirección., The research and scientific literature on the Teacher Education shows the decisive paper that the experiences of practical teaching play in the preparation of excellent professors. In spite of such excellences, we find authors that reveal to us some from the inherent limitations to the normative, organization, development and valuation that is carried out of the practicum; problems that hinder, without a doubt, the exploitation of their true formative potential. If it is also understood that the crucial aspect of this period is that it should be formative and enriching for students teacher, it becomes necessary a careful and appropriate planning of the same one, as well as the establishment of devices (agreements, plans of collaboration, concerts among institutions ...) that make possible its development under conditions of quality (Putnam and Borko, 2000; Mérida, 2001). The work that we present is a clear contribution in this address.

Changes in society and education place new demands on the teaching profession. Due to the increasing cultural diversity in the classrooms, teacher education should provide teachers with knowledge about intercultural issues, both in the initial and the permanent training. With this in mind, this paper seeks to determine if teachers have the professional knowledge (skills, teaching strategies...) required to adequately address the student diversity in the classrooms and the value they give to the initial/permanent training received to face successfully their professional practice in an intercultural context. For this purpose, a quantitative research methodology has been used. The questionnaire, constructed ad hoc to collect data, has been applied to a representative sample of pre-primary and primary teachers; the obtained data have been subjected to various statistical treatments. The results reveal that an important problem in the commitment to interculturalism is the insufficient teacher education, especially the pre-service training. Also, significant relationships between the identification variables and the responses of the teachers have been found.

El presente trabajo de investigación centra su atención en los estudiantes de tercer curso de la Titulación de Maestro Especialista en Educación Musical de la Universidad de Granada. En concreto, queremos conocer y describir las creencias que sobre la formación práctica universitaria (prácticum) poseen estos aprendices de profesor tras su inmersión en los escenarios de prácticum. De los resultados procedentes del tratamiento estadístico aplicado a los datos que han sido recogidos mediante un inventario de creencias, construido ad hoc, titulado "Inventario de creencias sobre la Enseñanza Práctica", podemos afirmar que los futuros profesionales de la educación musical mantienen, en general, una actitud muy positiva hacia la mayoría de las declaraciones que conforman el instrumento. Datos importantes por cuanto sabemos, siguiendo a Pérez y Gallego (2004), que es de suma relevancia que los futuros docentes perciban que una buena formación práctica allanará el camino en su futuro ejercicio profesional., The present research focuses his attention in the students of third course of one Speciality of Teacher Education, 'Musical Education', of the Granada University. In particular, we want to know and to describe the beliefs that these apprentices of teacher have on the university practical formation (practicum), after their immersion in the field experiences. From the results obtained through statistical processing applied to the data gained through inventory of beliefs, make ad hoc, titled "Inventory of beliefs on the Practical Teaching", we can affirm that the professional futures of the musical education maintain, in general, a very positive attitude towards the most of the declarations that conform the instrument. These are important data because we know, following Pérez and Gallego (2004), that is of extreme relevance that the students teacher perceive that a good practical training will simplify the way in their future professional exercise.

Las lecciones extraídas del pasado dejan claro, por un lado, que el prácticum, además de una materia troncal de gran significación y relevancia para los futuros docentes, responde a un periodo estratégico del proceso de socialización profesional. Por otro, que el prácticum brinda al estudiante una experiencia de gran potencial formativo desde la que se puede y debe construir el conocimiento y las competencias profesionales que se necesitan para el ejercicio de la docencia. Sin embargo, pese a los esfuerzos realizados en los últimos años para incrementar la profesionalidad de los maestros desde la formación práctica universitaria, se continúan apreciando deficiencias que obstaculizan la explotación de este periodo formativo. Asumiendo que la formación práctica que se reciba durante la carrera va a determinar en gran medida el desempeño eficaz de la profesión docente, pensamos que ésta es una cuestión relevante en el momento actual de cambio que vive la Universidad, sobre todo, cuando se trata de incrementar la calidad del prácticum y de superar sus limitaciones. El presente trabajo hace suya esta premisa, profundizando en el estudio de dos indicadores que, de acuerdo con la literatura, ayudan a comprender mejor el prácticum, resultando de gran utilidad para su óptimo desarrollo como un espacio valioso de aprendizaje profesional: dilucidar cuáles son las funciones y tareas profesorales que los estudiantes pueden y deben realizar durante su estancia en los centros de prácticum y cuáles los conocimientos prácticos a adquirir en el transcurso de este periodo., The lessons learned from the past make clear, firstly, that the practicum, as well as a core subject of great significance and relevance for future teachers, is a strategic period of the professional socialization process. Secondly, that the practicum provides students with an experience of great educational potential from which one can and must build the professional knowledge and competencies required for the teaching. However, despite the efforts made in recent years to increase the professionalism of teachers from the university practical training, there are still deficiencies that hinder the exploitation of this formative stage. Assuming that the practical training received during the degree course will largely determine the effective performance of the teaching profession, we think this is a relevant issue at this time of change that the University lives, especially, when trying to increase the quality of the practicum and to overcome its limitations. The present paper supports this premise, looking deeply into the study of two indicators that, according to the literature, help to understand the practicum better and are very useful for its optimal development as a valuable professional learning space: to clarify which the professorial functions and tasks that students can and must do and which the practical knowledge to acquire during their stay in the practicum centers are.

Scientific literature relating to the training of teachers informs us that the practicum constitutes one of the most important components of initial training in the construction of the professional knowledge of the future teacher. With this in mind, we show in this paper an interesting and novel area of research which emerges from the practicum as an essential period for developing and strengthening the knowledge, abilities, skills and other necessary aptitudes for teaching. From this new perspective, and in the pursuit of excellence in the practical training, we show the types of knowledge and professional skills that should be acquired by future teachers.

En el presente artículo se informa del proceso llevado a cabo en la elaboración de un instrumento de recogida de datos, en concreto, un inventario de creencias, explicándose de forma pormenorizada los pasos seguidos en el diseño, validación y aplicación del mismo. Con este instrumento se pretende aproximarnos lo mejor posible al amplio universo de creencias que sobre la formación práctica universitaria poseen los futuros profesores de la Universidad de Granada, antes y después de su inmersión en los escenarios de prácticum. La inquietud por ahondar en los esquemas de pensamiento de los aprendices de profesor sobre su entrenamiento práctico posibilitará conocer mejor su posible impacto en la preparación profesional de los docentes, sobre todo en estos momentos en los que se está replanteando su papel en la configuración de los nuevos planes de estudios de Maestro debido a la integración del sistema universitario español en el área europea de educación superior., In this paper, the process followed in the development of an instrument for data collection, in particular, an inventory of beliefs is showed, explaining in detail the steps of its design, validation and implementation. With this instrument it is intended to bring us to the great universe of beliefs that student teachers at the University of Granada possess on university practical training, before and after the practicum. The concerns about delving into the thought schemes of student teachers about their practical training will enable to know their possible impact on the professional preparation better, especially in these times when its role is being rethought in shaping the new curriculum of Teacher Training due to the integration of the Spanish university system in the European Higher Education Area.

Modern society has plunged us into a maelstrom of telematics information with little control. Teachers from any field must be trained in order to pass on the confidence and values to withstand this media pressure to their students. To this end, one of the areas of knowledge on which greater emphasis should be placed is that related to emotional intelligence. The study reported on here focused on this type of knowledge among professional music studies teachers in conservatories, asking what the perception of this group on the aforementioned area of knowledge is and to what extent it has been received during their initial training. For this investigation we used a quantitative methodological approach, and via descriptive analysis, a non-parametric Wilcoxon signed-rank test, and inferential analysis, we found significant differences regarding the two scales considered: level of agreement and emotional intelligence training received. Furthermore, regarding the descriptive variables, significant differences were also found through the application of the Mann-Whitney U and Kruskal-Wallis test.

El propósito global de esta investigación ha sido identificar y dar a conocer las creencias que sobre la enseñanza práctica poseen los futuros maestros de la Universidad de Granada, después de su inmersión en los escenarios de prácticum. Queríamos comprobar, además, la existencia de diferentes tipologías o perfiles característicos de sujetos entre los estudiantes de profesorado de acuerdo con las creencias que poseen sobre este componente formativo. Los resultados procedentes del tratamiento estadístico aplicado a los datos que han sido recogidos mediante un inventario de creencias, construido ad boc, permiten constatar, por un lado, que los futuros docentes que acaban de vivir la experiencia de prácticum mantienen, en general, una actitud positiva hacia la mayoría de las declaraciones que conforman el inventario. Y, por otro lado, que existen dos perfiles profesionales de aprendices de profesor en función de las creencias que tienen sobre la enseñanza práctica. Se confirman, por tanto, las hipótesis de la investigación declaradas al principio del estudio., The overall purpose of this research was to identify and make known the beliefs that student teachers from the University of Granada have concerning practice teaching after their immersion in field experience. We also wished to verify the existence of different typologies or professional profiles of student teachers according to the beliefs they have about this part of their training. The results obtained through statistical processing applied to the data gained through an inventory of beliefs, constructed ad hoc, allowed us to verify the following: first, that after carrying out the practicum the student teachers maintain, in general, a positive attitude toward most of the declarations on the inventory, and second, that there are two professional profiles of student teachers with practical experience as a function of the beliefs that they have about practical teaching. Therefore, the research hypotheses declared at the beginning of the study are confirmed.

La mejora del Prácticum por competencias que cursan estudiantes universitarios a través del diseño, desarrollo y evaluación de un proyecto de innovación docente se ha convertido en una de las preocupaciones principales de un grupo de profesores de la Universidad de Granada. Concretamente, este estudio informa de una acción de trabajo conjunto que se encuadra dentro de un proyecto de investigación de mayor envergadura que vienen desarrollando varios profesores de la Facultad de Educación y Humanidades de Ceuta de la Universidad de Granada, financiado por la Unidad de Innovación Docente de esta Universidad dentro de la convocatoria 2008-2009 de Proyectos de Innovación Docente, titulado "Prácticum de Psicopedagogía: Elaboración conjunta de un manual de buenas prácticas externas en centros socioeducativos basadas en el desarrollo de las competencias profesionales", que surge con el ánimo de conseguir la mayor adecuación posible entre la formación superior que reciben los estudiantes de Psicopedagogía y las condiciones y demandas profesionales del mercado laboral., Improving the Practicum by competences that University students do through the design, development and evaluation of a teaching innovation project has become one of the main concerns of a group of professors at University of Granada. Specifically, this study reports a joint work that fits into a larger research that several professors from the Faculty of Education and Humanities of Ceuta at University of Granada are developing, funded by the Innovation Unit of this University, in the 2008-2009 call for Teaching Innovation Projects, entitled "Practicum of Psicopedagogy: Joint development of a manual of good external practices in social and educational centres based on the development of professional competences", which comes up with the intention to achieve the greatest alignment between the training received by students of Psicopedagogy and the conditions and professional demands on the labour market.

La determinación de las competencias profesionales marcadas por el Proyecto Tuning señala el desarrollo de las diferentes titulaciones. Sin embargo, en la especificación de éstas, el alumno ha tenido una escasa participación. Con el presente estudio, realizado con una ayuda de la VI Convocatoria de Proyectos de Innovación de la Universidad de Córdoba, se pretende determinar la importancia que los futuros maestros conceden a las competencias establecidas en el referido Proyecto para su titulación. El cuestionario, construido ad hoc para la recogida de datos, fue aplicado a una muestra de estudiantes matriculados en primer curso de Magisterio - especialidad Educación Primaria - de la Facultad de Ciencias de la Educación de la Universidad de Córdoba, durante su asistencia a una asignatura troncal. Los datos recabados fueron sometidos a tratamiento estadístico mediante el paquete SPSS., The selection of the professional competences marked by the Tuning Project indicate the development of the different degrees. However, in the specification of these competences, the student has had little involvement. In this study, conducted with a grant from the VI Call for Innovation Projects at the University of Cordoba, to determine the importance that future teachers attach to the competences established in that Project for their degree is pursued. The questionnaire, constructed ad hoc to collect data, was applied to a sample of students enrolled in the first course of Initial Teacher Education - speciality in Primary Education - within the Faculty of Educational Sciences at the University of Cordoba, during their attendance at a core subject. The obtained data were subjected to statistical treatment using the SPSS Package.

From a critical comparative perspective (far from more naive and resolute trends) this study delves into the problematisation that comes with recognising comparative education as 'the science of the difference' (Nóvoa, 2018). Despite the cementation of discursive, regulatory, and normative governance, of a new higher education regime (Zapp & Ramirez, 2019) revealing the growing isomorphism in the global political and educational discourse of academics, some idiosyncratic characteristics can be detected as a result of the policy implemented in each context. The aim of this article is to compare the beliefs and attitudes of professors from seven Spanish universities regarding diversity, as well as the level of inclusion in higher education, by means of an exploratory, descriptive, and comparative survey. A total of 977 educators participated in a purposive sampling. Descriptive techniques, contrasting differences and comparing proportions allowed us to detect that, although there are no major differences between the teachers’ beliefs and attitudes, some of the minor ones are still worth highlighting. Some of these are the commitment to incorporate diversity in methodologies and teaching resources, in their attempt to meet the needs of diverse people, or the way they perceived personal or institutional commitment to diversity. In conclusion, it is necessary to take a stance on diversity and inclusion that supports the need to stop and reflect on the richness they can provide, from a comparative position and constantly distancing ourselves (Kim, 2020) from today’s university system.

La investigación que proponemos pretende identificar y dar a conocer las creencias que sobre la formación práctica universitaria (prácticum) poseen los futuros maestros de la Universidad de Granada, antes y después de su inmersión en los escenarios de prácticum. Queremos comprobar, además, si se produce algún tipo de cambio, alteración o nueva concepción en las creencias previas que los aprendices de profesor llevan consigo a este tramo formativo. Para ello, hemos utilizado una metodología de investigación de corte cuantitativo, fundamentalmente de tipo descriptivo, basada en el método de encuesta y la aplicación de tests estadísticos. En concreto, para la recogida de datos hemos construido un inventario de creencias titulado Inventario de creencias sobre la Enseñanza Práctica, que consta de un total de 98 ítems con cuatro alternativas de respuesta agrupados en torno a cuatro dimensiones que hacen referencia a: a) concepción del prácticum; b) desarrollo del prácticum; c) efectos de las prácticas en la socialización de los futuros maestros y; d) relación teoría-práctica durante esta etapa. Los resultados procedentes del tratamiento estadístico aplicado a los datos recabados mediante este instrumento nos permiten deducir que, en general, los futuros maestros encuestados, antes y después de cursar el prácticum, mantienen una actitud positiva hacia la mayoría de las declaraciones que conforman el inventario. Las evidencias que proporciona la comparación realizada nos revelan además, que el paso por esta experiencia tan significada que viven en los colegios hace que se modifiquen, alteren o reconsideren algunas de las creencias que sobre la enseñanza práctica poseen los aprendices de profesor.

Las revisiones de las aportaciones científicas que se hacen a las reuniones y encuentros sobre la formación inicial del docente, en general, y sobre el prácticum, de un modo más particular, dan a conocer el enorme interés científico que este componente formativo despierta entre los investigadores y proporcionan una idea del volumen de la producción en este foco de indagación científica. El presente trabajo pretende ser una contribución en esta dirección, perfilando, primero, las principales áreas temáticas en las que se han centrado los estudios sobre el prácticum y desgranando, después, indicadores clave garantes de un prácticum de calidad.

Seit PISA, TIMSS und IGLU ist bekannt, dass wir mit den Ergebnissen schulischen Lernens, auch des Politikunterrichts, nicht zufrieden sein können. In den Blick kommt der Output des Lernens und damit auch des Lehrens. Der Beitrag diskutiert zunächst die Ergebnisse der allgemeinen Jugendforschung im Hinblick auf den Output. Anschließend wird dargelegt, warum diese Ergebnisse wenig zur Beschreibung der Probleme im Politikunterricht beitragen und die politikdidaktischen Programme ihrerseits das Lernergebnis nicht beachten. Danach wird die Entwicklung hin zu domänenspezifischen Kompetenzen und Kompetenztests nachgezeichnet. Die Möglichkeiten solcher Tests werden im Unterschied zu denen einer Lehrkraft beschrieben. Abschließend wird diskutiert, wie die Lehrkräfte dazu beitragen können die Unterrichtsqualität zu verbessern.

Information and CommunicationsTechnology (ICT) brought a significant change in society, even in education. Most of the schools at present times are now incorporatingICT in the education process. To effectively integrate ICT in education, it is imperative to catechize and extrapolate the teacher's preparedness and acceptance of ICT integration in teaching. Hence, this research tries to look intoa way to understand the correlationof teacher's preparedness and acceptance towards ICT integration and their ICT integration practices in private schools in the district of Obando, Bulacan, Philippines. Using a descriptive-correlation survey method, the researcher believes infinding a link between and among variables. The respondents of the study consist of seventy-two (72) private school teachers. Results revealed that teacher's possessed preparedness on ICT integration. Moreover, they accept the tenets and principles of ICTintegration in teaching. Further, teachers are well-versed or highly practiced ICT integration in teaching. Results of the correlationsubstantiated that teacher’s preparedness and acceptance in ICT integration correlated significantly with their ICT integration practices. It is recommended that more training and professional development programs should provide by the school for their teachers more prepared and equipped on the ICT integration in education and further unfoldtheir ICT integration practices in teaching.

In recent years, the migration of people from Myanmar into Thailand has increased tremendously. Since 2005, when the Thai government officially allowed migrant children to enroll in Thai government schools, there has been a steady increase in the number of migrant students. In such a context, it is imperative that teachers develop multicultural competence, or the knowledge, skills, and attitudes required to work with culturally diverse students. However, teachers in Thailand reported that they have not been trained in the knowledge and skills to teach in multicultural classrooms. The study has two main objectives. Firstly, it attempts to design a multicultural education training program that incorporates modules that will lead to building and strengthening teachers’ multicultural competence. Secondly, it implements the training program, and measures the level of multicultural competence of teachers who received the training by comparing them to those who do not receive the training. Results revealed that teachers appraised the module about cultures of migrant students and the module about the rules and regulations in enrolling and graduating migrant students as the most useful. Results from an independent-samples t-test showed that the overall multicultural competence level of teachers who participated in the program was significantly different from those who did not participate; teachers who took part in the training demonstrated a higher level of multicultural competence compared to those who did not participate.

This paper focused on the development and validation of Polymedia Based Instruction (PBI) materials in Purposive Communication (PC) classes at Urdaneta City University. Descriptive and developmental research designs were employed in this study. The subjects include the PC Instructors and selected pre-service teachers taking the course. This study identified five topics which were determined by the 8 PC instructors namely: Effective Communication, Intercultural Communication, Guidelines to Avoid Plagiarism, Power of Information and Communication Technology, and PowerPoint Presentation. PBI materials were developed for each topic and were categorized into 3components. These are direct materials, interactive materials, and task-based materials. PBI materials were given a highly acceptable remark from the pre-service teachers in the Purposive Communicationcourse. From the abovefindings, the following conclusions were drawn: Most of the identified topics needing computer-aided instructions using PBI materials dealt with speaking and writing skills; PBI materials developed covered spoken texts, mini-lecture, clips, related examples, interactive voice prompts, and computer-aided instructions; and, PBI materials are highly accepted in delivering the identified topics in the identified course.Moreover, the following recommendationsare forwarded: language teachers may use PBI materials as teaching strategies in speaking and writing classes; administrators and language teachers may optimize the PBI materials developed in teaching Purposive Communication course; language teachers may incorporate PBI materials in teaching Purpose Communication course; language teachers may design additional PBI materials to enhance the speaking and writing skills of the learners, and future researchers may explore other variables that can potentially signify to the PBI materials in teaching other related subjects.

Das Erstarken rechtspopulistischer und rechtsextremer Kräfte macht auch vor Schulen nicht halt. Um gegen Einschüchterungen gewappnet zu sein, müssen sich Lehrer*innen auf einen rechtlichen Handlungsrahmen verlassen können, der ihnen eine klare Orientierung bietet.

This study examined the teaching profession as the revolving power for national capacity building. No nation can fully develop in isolation of the teaching profession, just like the common saying that no nation is above her quality of education. The teaching profession is the pillar of education from where other disciplines steam. It is the medium through which the human and natural resources are developed and harnessed for national growth, development, and sustainability. Unfortunately, this noble and notable profession that revolves around all aspects of mankind has always been neglected and relegated to the background, due to the value placed on it by society. This has invariably contributed to a loss of motivation and commitment of the teacher to duty, thereby posing difficulty on quality delivery as such the achievement of the educational goal is hampered. This paper, therefore, reviewed the functions of the teaching profession in the society and ways to redeem its image to a cherished and enviable height.