BOLOGNA PROCESS IN SPAIN AND TEACHER TRAINING IN MATHEMATICS FOR SECONDARY COURSES

Abstract

With the aim to expand our understanding of mathematics teacher training, we chose to study the Spanish model that follows the norms of the Bologna Process, which converges to a model for higher education and the transnationalization of pedagogical structures in Europe. Specifically in Spain, teacher training for secondary education is a two-cycle system, in which it has the first 8 semesters of specific knowledge training, completing a degree; and the second cycle, a 1-year postgraduate course with training to work as a teacher. The Bologna Process organizes training into two independent courses, with ⅕ the proportion between mathematics; and pedagogical training, a postgraduate degree. Taking as a reference a literature that points to the need for teacher training in an integrated perspective, the 4+1   model (initial 4 years of specific training) is surprising at a first view. Departing from this, the following questions were made: How do teachers involved in teacher training evaluate the implementation of the Bologna Process regarding knowledge integration? Considering Bourdieu’s works as a theoretical-methodological framework, I ask: What is the symbolic value of mathematics in mathematics teacher training courses based on the models cited above? This research was conducted in open access documents in Spanish universities sites; broad bibliographical survey; and interviews with teachers who participate in the training of mathematics teachers in Spain.