Online ISSN: 1989-9572

Volume 1, Issue 1

Volume 1, Issue 1, Summer 2010


'Erasmus Mundus Masters Graduated Students' Follow-up: Formative and complementary itineraries and job prostpect.

Manuel Fernández Cruz; José Gijón Puerta

Journal for Educators, Teachers and Trainers, 2010, Volume 1, Issue 1, Pages -

In 2004 the EU began the challenging Erasmus Mundus Programme which consists of selecting high quality professional interuniversity and international master students in Europe. Sixteen of those masters already count with graduated students.    Even though this is a well-known and appealing programme for non-European students European youth are not very familiar with it yet. An aim of the University should be the possibility to offer to their students the best option to achieve a successful professional insertion.    Just as this moment we can deal with the study in depth of several aspects of these Masters, such as graduated professional insertion degree, quality of that insertion and guidance elements of Masters, and finally, the Universities that offer them.    In order to develop a research for analyzing 54 Masters Erasmus Mundus, including 26 involved Universities and the present total amount of 160 graduated students, different sorts of instruments will be used.    The research will use a comprehensive, illustrative, exploratory and descriptive methodology.

La educación de los jóvenes. Una tarea social compartida (Reflexiones en voz alta de un educador en lo extremo)

Emilio Crisol Moya

Journal for Educators, Teachers and Trainers, 2010, Volume 1, Issue 1, Pages -

It's becoming increasingly frequent hearing assertions such as "don't touch me or I'll sue you", "don't look me in the eyes", "don't go through my drawers", "don't read my mail", "don't listen to my conversations", "don't touch my hard drive", "because I'll sue you". And many parents live under the menace of "or I'll sue you" (page 65), and after these statements we may ask: Do parents have to confront this kind of situations nowadays? Are parents supported by authorities in these situations? What are more important: the youngsters' rights, or the parents' faculties? Do parents only have duties towards their children? Or do they also have rights? As for the youngsters: do they only have rights, as authorities and media make us see? Or do they have obligations or duties? And finally, what is more important or what does society value? Are parents prepared and trained for being parents? 

Deep Education

Francois Victor Tochon

Journal for Educators, Teachers and Trainers, 2010, Volume 1, Issue 1, Pages -

This theoretical essay is to clarify what could be a deeper approach to education and its characteristics. The deep approach is a broad phenomenon that encompasses several domains. It manifest a turning point in the way we reflect on a variety of disciplines such as ecology, economy, engineering, mathematics, cross-cultural communication, psychology, and languages. The trend is influenced by semiotics - the science of meaningful signs - as an overarching discipline, process philosophy and complexity theory to address ontological dualism. The deep approach is an applied trend that is revolutionizing the ways we think about what should be accomplished in Education and Teacher Education, and how it should be done. It defines a move towards deeper conceptions of curricula in any disciplines and towards curriculum interconnectedness. 

Implementation of Web 2.0 Technological Tools in Vocational Education and Training

Rafael Luis Campaña Jiménez; María Jesús Gallego Arrufat

Journal for Educators, Teachers and Trainers, 2010, Volume 1, Issue 1, Pages -

In today's information and knowledge society, information and knowledge technologies (IKT) reach all sectors of society. Their use in business activities has greatly expanded, with most company administrative processes now performed using technological tools. This makes it necessary to acquire new vocational skills (information literacy, decision-making, problem-solving and learning to learn, for example) and methods of working (collaborative and team work).    Educational innovation consists of those changes introduced into educational practices, changes introduced through the incorporation of technological media, which are giving rise to the use of new teaching and learning strategies, and new roles for teachers and students.    For this study, we are using a mixed methodology, as some authors affirm, also called multimethod: qualitative and quantitative. In this educational innovation, we are implementing the following tools: Learning Management System with Moodle, a free virtual platform hosted in an external server; and Google Apps, a set of applications that allow communication, collaboration and state-of-the-art infrastructures. All these resources are currently free-of-charge and within the reach of any educational institution. 

Rethinking about the values transmission in textbooks for children by means of illustrations

José Gijón Puerta; Estrella Fages

Journal for Educators, Teachers and Trainers, 2010, Volume 1, Issue 1, Pages -

The Spanish society has changed deeply during the last decades, and these changes have its reflection in all the social aspects. Textbooks and infantile books are not an exception, and the values that are transmitted by them are extremely important for the integral formation of children and young people. In this respect, illustration has a fundamental role in the creation and modification of social stereotypes, and this must be born in mind at the moment of selecting school texts and complementary readings by teachers. 

Comparative Analysis of Special Education Teacher Training in France and Norway: How effective, areas taught and recommendation for improvement.

Pei Wen Chong

Journal for Educators, Teachers and Trainers, 2010, Volume 1, Issue 1, Pages -

This study aims to understand the quality and areas of training in the existing special education teacher education programme in France and Norway by examining how special education teachers are prepared in carrying out four components of administrative, teaching, student evaluation and inclusive tasks in everyday classroom. The theoretical framework used in this research is international comparative analysis via questionnaire, institutional analysis (training programme), discourse analysis(interview) and classroom observation based on Crossley and Vulliamy's .case for the case'(1984) method. The efficiency of the training programme is evaluated by (i) studying satisfaction of the teachers after training, whether knowledge and hands-on teaching tasks provided were successful to prepare them for real classroom teaching to children with special needs, (ii) relevant views of teachers about the training programme and (iii) observation of teachers teaching as per the training model. Subjects in this study include special education student teachers, teacher trainers, primary and secondary school teachers and academic psychologist. 

Guidelines for an educational agreement policy in Spain

Manuel Fernández Cruz

Journal for Educators, Teachers and Trainers, 2010, Volume 1, Issue 1, Pages -

The increase of the social concern for educative results with international comparison of the National Educational Systems performance has had an effect of the mediate diffusion of PISA reports among OCDE country members. In some of them, the poor global results obtained has shocked the public opinion that has started to look for political responsibilities of what is perceived as a progressive deterioration of the Educational System quality. This is what has happened in Spain where the publication of these reports has coincide with the diffusion of other comparative analysis of educational indicators among the 27 members of the European Union. Because of this there are voices strongly claiming for a large State Agreement on Educational Policy among the big parliamentary forces, social agents( unions and business men) and the different sectors of the educational community ( managers, teaching staff, families and students), to strengthen education and improve its results. 

Virtual Learning Environments In Faculties Of Education In Spain: Changes On Student Attitude

María Jesús Gallego Arrufat; Angel García-Beltrán

Journal for Educators, Teachers and Trainers, 2010, Volume 1, Issue 1, Pages -

This paper presents some results of a R+D project entitled â���e-Learning system for Practical Training of University students in Education Faculties (ForELearn)â��, developed in Spain by the Universidad de Granada and the Universidad Politécnica de Madrid and funded by the Spanish Ministry of Education. In a first phase, through the use of AulaWeb Learning Management System, a set of adaptations and improvements of this software application have been done for the design and development of an experimental course of Practicum supervision. Next, the implementation of this course by means of a group of face to face and online seminars provides experimental data for the analysis and discussion about the point of view of users (preservice teachers) that have tracked their practice supervision with AulaWeb.

Aspectos metodológicos en la enseñanza "on line" de lenguas extranjeras con un aula virtual

Marc Perdrix Forts; Juan de Dios Villanueva Roa

Journal for Educators, Teachers and Trainers, 2010, Volume 1, Issue 1, Pages -

Lately foreign languages teaching have been developing new teaching allies in order to overcome shortcomings: they are the new technologies of information and communication or ICT. However, the challenges of ICT demand from teachers a real instruction both about the instrumental features of these technologies and in their educational possibilities.    The different approaches and methodological options applied to the online teaching of foreign languages to develop the four basic skills, vocabulary access, activities and resources can be productively used in a virtual classroom in FL Teaching as we discuss in this paper.