The Master of Secondary Education in initial teacher education: Challenges and projections in Andalusia from the coordinators’ perspective
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2025Abstract
Initial Teacher Education (ITE) is crucial for linking theory and practice, questioning beliefs and developing didactic competencies. The Practicum is an important space for professional identity. The ITE should incorporate moments of reflection, promote collaboration and overcome the dichotomy between academics and pedagogy. The university plays a central role in teacher education. In Europe, there are models of IDF grouped into concurrent, consecutive and mixed. In Spain, the model is consecutive and poses challenges such as training in ethical principles and the theory-practice relationship. This study analyzes the challenges and projections of the Master's Degree in Compulsory Secondary Education and Baccalaureate, Vocational Training and Language Teaching (MAES) from the perspective of coordinators in universities in Andalusia. Through a narrative study, 12 coordinators were interviewed and a polyphonic analysis was carried out with emerging themes. The results show four areas of challenges and projections: the profile and characteristics of the professors, the curriculum, the Practicum activities, and the present and future of MAES students. The results are discussed around the theory-practice articulation, the role of the labor market in the professional future of the teachers and the evaluation of the coordination of the MAES. © 2025, AUFOP. All rights reserved.
Initial Teacher Education (ITE) is crucial for linking theory and practice, questioning beliefs and developing didactic competencies. The Practicum is an important space for professional identity. The ITE should incorporate moments of reflection, promote collaboration and overcome the dichotomy between academics and pedagogy. The university plays a central role in teacher education. In Europe, there are models of IDF grouped into concurrent, consecutive and mixed. In Spain, the model is consecutive and poses challenges such as training in ethical principles and the theory-practice relationship. This study analyzes the challenges and projections of the Master's Degree in Compulsory Secondary Education and Baccalaureate, Vocational Training and Language Teaching (MAES) from the perspective of coordinators in universities in Andalusia. Through a narrative study, 12 coordinators were interviewed and a polyphonic analysis was carried out with emerging themes. The results show four areas of challenges and projections: the profile and characteristics of the professors, the curriculum, the Practicum activities, and the present and future of MAES students. The results are discussed around the theory-practice articulation, the role of the labor market in the professional future of the teachers and the evaluation of the coordination of the MAES. © 2025, AUFOP. All rights reserved.
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