Child Education teacher training and relationship with the practice teaching in county Catalan / GO

Abstract

This work originated from a survey whose objective was to analyze the initial and continuing education Early Childhood Education teachers of the municipal system of Catalan Teaching / GO seeking to understand how the formative spaces of these teachers and what the impacts of this training received in the consist their teaching. The theoretical framework adopted was the HistoricCultural Psychology, with an emphasis on Vygotskian concept of mediation. Through observations collective planning meetings of teachers at school and collective meetings of the municipal education department and the interviews with a group of teachers and administrators conducted the investigation of initial and continuing teacher education offered by public schools. We find indicative of the inefficiency of continuing training received by teachers, for be based on technical rationality and even the imitation of a model teacher who transmits his peers, activities and concepts according to their understanding, making it impossible for teachers to reflect critically and autonomous on their practice. Moreover, we note that today in Catalan/GO, many teachers who work in early childhood education, are not educators and have degrees in several areas, which interferes with their teaching.