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ERIC Number: EJ836624
Record Type: Journal
Publication Date: 2009-Apr-8
Pages: 30
Abstractor: As Provided
Reference Count: 22
ISSN: ISSN-1696-2095
Mathematics Primary Teacher Training at the University of Granada: An Adaptation to the EHEA
Ruiz, Francisco; Molina, Marta; Lupianez, Jose Luis; Segovia, Isidoro; Flores, Pablo
Electronic Journal of Research in Educational Psychology, v7 n1 p425-454 Apr 2009
The future implementation of the European Higher Education Area (EHEA) requires thorough reflection on how to design and develop teacher training courses. In this reflection, it is important to reconsider, among other issues, the role of prospective teachers in their own learning process and the professional competences that they must develop in the course of their higher education. Since 2004, the University of Granada has undertaken the development of pilot experiences to adapt some degree programs to this new framework, within them the degree Teacher in Primary Education. This degree includes several courses for promoting prospective teachers' development of mathematical and pedagogical knowledge. In this paper we first analyse the general process of adapting these courses. Secondly we describe its theoretical and practical structure, with some examples of practical activities related to arithmetic and number sense. Finally, some results of the implementation are discussed. As a response to the challenge set out in the Bologna Declaration, since 2001 over 175 European Universities had worked intensively to create the European Higher Education Area (EHEA). This project is not only European. In 2004, when the Latin American Tuning Project was created, many Latin American universities joined this deep reflection about higher education guided by common interests such as (a) promoting the compatibility, comparability and competitiveness in higher education, and (b) tailoring programs to the needs of society at both local and global levels (Beneitone, Esquetini, Gonzalez, Maleta, Siufi and Wagenaar, 2007). Within this context, here we describe an innovative experience in the effort to adapt mathematics education training for prospective primary school teachers to the new directives proposed, within the current Spanish legal framework. We explain the adaptation process and the results obtained within a pilot experience developed in the Department of Mathematics Education at the University of Granada. (Contains 4 tables and 4 footnotes.
University of Almeria, Education & Psychology I+D+i. Faculty of Psychology Department of Educational and Developmental Psychology, Carretera de Sacramento s/n, 04120 LaCanada de San Urbano, Almeria, Spain. Tel: +34-950-015354; Fax: +34-950-015083; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Spain (Andalusia)