IN-SERVICE TEACHER TRAINING IN IN-SERVICE TEACHER TRAINING IN CASTILLA LA MANCHA. SPAINCASTILLA LA MANCHA. SPAIN

IN-SERVICE TEACHER TRAINING CENTRE IN TOMELLOSO

Ministry of Education and Science Castilla-La Mancha Government

DESCENTRALIZED MODELDESCENTRALIZED MODEL

Since the Spanish Constitution was approved in 1978, the

Spanish education system has undergone a process of

transformation, with the central authorities gradually

transferring functions, services and resources to the

various regional authorities (the autonomous

communities).

All regions have now taken over wide executive and even

legislative autonomy. Castilla-La Mancha since 2000.

CASTILLA-LA MANCHACASTILLA-LA MANCHA

ReferentsReferents

Education and Training 2010. Lisbon European Council, 2000.

Organic Act in Education.LOE.

May 2006

Political Outlines of the Regional Government

Regional Decree for In-Service Teacher Training. July. 2005

Education Act for Castilla-La Mancha Region.

KEY COMPETENCES IN THE KEY COMPETENCES IN THE EUROPEAN CONTEXTEUROPEAN CONTEXT

Communication in the mother tongue Communication in a foreign language Mathematical literacy and basic competences

in science and technology Digital competence Learning-to-learn Interpersonal and civic competences Entrepreneurship Cultural expression

The model for In-Service Teacher Training The model for In-Service Teacher Training

Any training must be reflected in teaching practice, in student education and in the way centres work.

Evaluation, training, innovation, investigation and consulting form part of the same continuum.

Reaching the whole educational community.

School as a Community for learning and for living together.

OFFICIAL GAZETTE FROM CASTILLA LA MANCHA GOVERNMENT, 08 July 2005

In-Service Teacher Training CentresIn-Service Teacher Training Centres External External support for Schools to develope Educative support for Schools to develope Educative

ModelModel

The school for everybody as a right for lifelong learning.

Diversity as a value not as a handicap.

Learning and teaching as a colaborative practice.

Teachers like professionals with competences to transform.

Working in colaborative nets to investigate, to innovate,

In-Service Teacher Training In-Service Teacher Training CentresCentres

Constitute an institutional and regional training network

Where each one acts within its own geographical area

Forms a pedagogical team of advisers who are specialists in different areas together with the Head of the centre.

Social and Pedagogical CouncilSocial and Pedagogical Council

- President. Head of the Centre- 1 Representative from Parents

Asssociations.- 1. Representative from municipalities.- 5. Representative of different schools

in the area. - 1. Representative the Pedagogical

Team.

2005: A NEW TEACHERS´S 2005: A NEW TEACHERS´S TRAINING MODEL IS BORNTRAINING MODEL IS BORN

Model A: Traditional training by courses and seminaries out of the educations primary and secondary schools.

Model B: Innovative training by project in the own centres of primary and secondary

MODEL B: TRAINING IN MODEL B: TRAINING IN EDUCATION CENTRESEDUCATION CENTRES

The teachers team study their training needs.

They work together whit training adviser from the C.E.P.

They choose the training modality more appropriate: course, seminaries, work teams, etc.

The adviser helps during the develop of the training activities.

THE MODEL B IS CALL THE MODEL B IS CALL “FORMATIVE ITINERARY”“FORMATIVE ITINERARY”

This is a plan for the centre to organize its own continuo training.

This plan wants to attend to teachers needs along their professional life.

This plan is flexible, because wants to response too to the need training changes.

WHY THE MODEL IS WHY THE MODEL IS INNOVATIVE?INNOVATIVE?

- The training is a duty and a centre responsibility.

- The Institutional Project must include the “Formative Itinerary”.

- This itinerary is a part of the Centre Education Project.