| National Ministry of Culture and Education |
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The
proposal
a.
The Teacher Training
Institutes and the transformation in education
The Law 24.195 establishes
a new education system and also a new model for teacher's training: teacher
development, which deals with the following functions:
training of new teachers for the different levels and disciplines
updating in service teachers - Teacher Development
training of teachers to play other roles in the different institutional fields.
pedagogic research leading to the analysis of problems emerging from school practice
Such functions require a specialized institution, capable of carrying out these tasks and of fostering a specific academic project to cover them all. Such a project demands not only an institutional organization with managing autonomy, but also a government able of articulating the different tasks and the actors engaged in the institutional project of teacher development.
To fulfill such a function, Teacher Training Institutes
should be true mechanisms f movement and the urge for a permanent transformation
of education in their area. They should also be able to connect universities
and elaborate methodological knowledge to the actual education system: school
and teachers.
b.
The traditional
gaps to overcome
The training of teachers for all levels and specialized
regimes, will correspond to the higher university and non-university level.
The changes in the world's teacher's training systems show a clear tendency
to articulate these tasks with the universities in order to guarantee the
scientific updating of teachers.
There will be only one type of terciary institution to
train teachers supplying the different option (to train for the Initial Level
and GBE1/GBE2 or for GBE3/multimodal, or of everything) or one of them, whichever
is convenient.
All the teacher's training will share a first common stage,
whichever the final option.
The criteria of academic excellence will be the same for
both non-university Teacher Training Institutes
and for universities. To assure this, both institutions will submit
their degrees to external evaluation systems, which will accredit them in
order to participate in the National Network of
Teacher Development.
The curricula of the different careers will amount to
a high percentage of the subjects of the corresponding Bachelor of Arts;
so as to facilitate the teachers graduation from any of the teacher training
options, the continuity of their university studies.
c.
The Teacher Training
Institutes and the rest of the Education System
Both university and non-university Teacher Training Institutes
should provide a permanent service to the education system through offers
of development and updating in-service teachers.
They will also be the place for the academic training
and reflection which guarantee the permanent updating of the Education
System.
The fact of making teacher trraining
a permanent process implies a profound institutional transformation, requiring
the integration of extension and research actions with that of the undergraduate
training which was historically filled by the teacher training
institutions.
d.
Development of
curricular designs
The provinces and the Municipality of the City of Buenos
Aires will develop the curricular designs for the undergraduate teacher courses,
according to the Common Basic Contents of the teacher training courses agreed
upon by the Federal Council of Culture and Education.
As from September, 1996, there are CBC for Teacher Training
Courses, agreed upon nationally, which give the general frame for teacher
training. They cover three fields:
1. General Training, common to all teacher training studies; destined to know, research, analyse and understand the educational reality in its multiple magnitude. It includes the following disciplines:
Education System
School Institution
Pedagogic Mediation
Curriculum
2. Specialized Training, for special levels and regimes, centred in one of them and destined to sustain teachers' performance according to the specific requirements and dealing with the different applications of:
Evolutionary Psychology and Psychology of Learning
Teaching Residence
Teaching Residences or Tutorships
The Culture of Infancy
The Culture of Puberty or The Culture of Adolescence
3. Orientated
Training, deals with the training and/or deepening of cycles,
fields and/or curricula and/or their possible combinations.
e.
Alternative in Interinstitutional Articulation
Due to the newly assigned functions, the TTI will have
to carry out the technico-pedagogic assistance to schools and supervision
teams. Thus, their territorial distribution becomes very
important.
As a result of this, the new model of TTI must be flexible
to the needs and priorities of the area.
If the demands of human resources of an area are not enough
for an Institute to fulfill the three functions, it can associate itself
with others which will allow it to complement its actions and satisfy the
needs of the regional education undersystem.
In the interinstitutional exchange it is possible to create
human resources to provide the original mising function and see to the demands
of the region.
Teacher Training (TT) in Argentina
according to Law
24195/93 and 24521/95
What are the changes in Teacher
Training?
1. Compulsory Basic Contents for Teacher Training Institutes and Universities are established.
2. The articulation between Teacher Training Institutes and Universities will be encouraged.
3. Teacher Training will be enriched: the training in the Teacher Training Institutes (non-University) will be acknowledged and could be completed with university studies in order to obtain a Bachelor of Arts and a Ph.D.
4. Teacher Training
Institutes and Universities will be systematically evaluated (external
evaluation).
WHAT WILL IT BE LIKE AS OF 1997?
Teacher Training
will be in charge of:
Higher Level (University and
non-University)
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- They should fulfill academic criteria in their institutional organization, teacher profile and contents.They will be evaluated | |
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- They will follow the contents that have been established. They will bee valuated. | |
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4. Instances of
Teacher Training
Initial training (qualification)
Teacher development
Teacher training for new roles
Pedagogic training for non-teaching professionals
Academic organization
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Teacher Development:
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Reorganization of contents
CBC (Common Basic Contents) of the
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Federal Network
of Teacher Development
Federal Electronic Network of Teacher Development
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