It is six years since the publication of the first cross-sectional assessment report carried out by AQU Catalunya on the University Master's Degree in Teacher Training for Compulsory Secondary and Upper Secondary Education, Vocational Training and Languages (MUFPS). It is a good opportunity to take stock of where they started from, what has happened since then and where we are now, with an eye to the future.
The Master's Degree in Secondary Education was launched in 2009, ending a period of almost 40 years during which the CAP teaching certificate organised by the ICEs of our universities was required. The challenge was important: moving from a minimalist model to regulated studies within the framework of the EHEA. It is important to contextualise in order to understand the results of the first accreditation.
In order to respond to the results of this first accreditation, one of the strategic actions promoted by the Directorate General for Universities was the implementation of the Improvement Programme for the Master's Degree in Secondary Education (PmMUFPS), with a clear structure and objectives, to define and promote work actions to improve the MUFPS.
During the first stage of the Programme, several working groups were set up to address: aspects linked to admission criteria and options, the MUFP training model, and the Practicum as well as its relationship with the master's degree final project (TFM). Notable evidence of the challenges met is the design of a training plan for centre staff and university tutors. Today, the Ministry of Education is coordinating this training plan designed as part of the PmMUFPS.
In a second stage of the PmMUFPS, the working groups promoted were: the Practicum training model, the assessment of the implementation of the innovation programme of reference training centres, the MUFPS blended learning models, the TFM, the internationalisation of the master's degree with the preparation of an ERASMUS project, and finally the revitalisation of the work on specialisations. Some of the evidence highlighted includes: the prioritisation of matching degrees in the specialisations of Catalan, Spanish and English during the pre-enrolment for the academic year 21/22. Also the joint work with the Ministry of Education has led to improvements in training placements. The holding of a joint conference with students and secondary and university teaching staff presenting some TFM from the different Catalan university system universities with a very direct link to the improvement of the teaching-learning processes of the centres.
The report currently before us shows that there has been an improvement in virtually all areas of assessment. The report positively highlights some of the actions promoted by the PmMUFPS. But there is still a long way to go. Firstly, each university must carry out a careful reading and implement improvement actions derived from each accreditation report. It will also be necessary to determine what actions we should promote jointly for general improvement.
Future actions of the PmMUFPS will of course build on the recommendations of the report. These include maintaining active listening and encouraging joint work with the Ministry of Education as a major employer. Improvement strategies need to be devised to try to reduce the shortcomings detected in specific competencies such as classroom management, psycho-pedagogical knowledge and skills related to personal balance. Furthermore, one of the priorities of the programme should focus on addressing standard 6 on the quality of the outcomes of training programmes. The report suggests addressing a competency-based assessment such as the one carried out for interim staff. Some universities are already working along these lines and it will be necessary to analyse the results and share the experience. Furthermore, collaboration with some professional associations and the link with innovation and research shared with secondary education professionals are already a reality with the launch of the first call for ARMIF grants aimed at improving the initial training of secondary school teachers.
The overall improvement is possible thanks to shared reflection as well as to the combined efforts of all the master's programme coordinators and all university and secondary teaching staff, as well as the commitment and collaboration of the ministries involved: Education and Universities.
University Master's Degree in Teacher Training in Compulsory Secondary and Upper Secondary Education, Vocational Training and Languages (MUFP)
Executive summary