Políticas de formación permanente del profesorado en la Comunidad Valenciana

• Luis Aguilar Hernández ^[1] ; Isabel M. Gallardo Fernández ^[1] ; Clara Arbiol i González ^[1]
  1. [1] Universitat de València

     Universitat de València

     Valencia, España

     
• Localización: Formación docente, fundamentos metodológicos y evidencias empíricas / coord. por Aura L. López de Ramos, Gustavo Quintero Barreto, Belka Bonnett Bogallo, 2024, ISBN 978-84-1079-036-0, págs. 3-15
• Idioma: español
• Texto completo no disponible (Saber más ...)
• Resumen

  • This work addresses the way in which the continuing training model in the Valencian Community, in force since 2012, supported the implementation of the inclusive education policy in theperiod 2018-2022, and what readjustments followed this interface between training and innovation.The objectives of this study focus on analysing (1) the uses and effects of permanent training in thedissemination, dissemination and advice of an innovation policy, and (2) the reconfigurations of thepermanent teacher training policy. All of this is analysed through the discourse of professionals fromthe educational system, those responsible for the Administration, directors and advisors of CEFIRE, andother professionals involved in the management of the educational inclusion policy. The study shows thecontainer nature of the Administration’s training offer, a normative tension in the dissemination of thediscourse and procedures of the inclusion policy, and a restructuring of the network of training agencieswith effects on its articulation. The results show how the restructuring of the CEFIRE network generatesa separation between the design and execution of training. This preponderance, on the supply side, of theAdministration and its CEFIRE network reformulates a tradition of dependence on teachers in the fieldof innovation and training of the Administration.