Secondary teachers’ training has become one of the key elements in educational policies in Spain. For more than a decade, university and secondary education teachers have claimed the need to design specific and quality based training for professionals that wanted to become teachers in this specific level, giving special emphasis on the didactics and the psychological aspects involved in the process of teaching and learning with adolescents. In order to cope with this demand, a Master of Secondary School Teacher Training was designed at a national level with specific criteria. This master, as in other European countries, pretends to contribute to the development of the teaching competencies that are necessary to succeed in teaching at this complex educational level. It is addressed to different teaching disciplines, with a general psychopedagogical approach and specific teaching competencies for each domain (i.e. Mathematics, English, etc.) Specifically, at the Universitat Oberta de Catalunya (UOC) the master’s programme wants to contribute to the development of particular aspects such as: (a) Collaboration between novice teachers from different disciplines simulating the real context at schools. UOC’s programme, as coordinator of the pychopedagogical training modules addressed to students of different disciplines, has designed specific tasks that teach and demand students to collaborate between them as interdisciplinary teams. (b) ICT integration into the teaching and learning processes.

1. Training new teachers for Secondary Education Teresa Guasch & Guillermo Bautista Department of Psychology and Educacion VIII international seminar of the UNESCO Chair in e-learning Teacher training: reconsidering teachers' roles Barcelona, October 6-7, 2011

3. “ ( …) we think that teachers are key for the future and it's a very important profession - and that's why all of the young, talented people want to become teachers ” Ms. Henna Virkkunen . Finland's Minister of Education, Interview March, 2011

5. Outline Past . How was Teacher ’ s training designed? Present . What is the new approach? Our contributions Future . Which are the limitations and challenges?

6. Outline Past . How was designed Teacher ’ s training? Present . What is the new approach? Our contributions Future . Which are the limitations and challenges?

8. Outline Past . How was designed Teacher ’ s training? Present . What is the new approach? Our contributions Future . Which are the limitations and challenges?

10. 1st Term (30 EC) 2nd Term (30 EC) - Learning and personality development (5 EC) - Principles and models of educational intervention (5 EC) - Society, family and education (5 EC) - Processes and context of education (5 EC)

12. 1st Term (30 EC) 2nd Term (30 EC) - Supervised Practicum + Supervised Internship (14 EC) Distributed along the year in 3 steps: I) Observation II) Scaffolded process III) Autonomous intervention - Master thesis (6 EC)

15. Present . UOC’s approach Teachers’ Collaboration ICT embeded into teachers’ development process Innovative teaching practice Reflection in-and-about action Global approach

16. UOC’s approach Teachers’ Collaboration ICT embeded into teachers’ development process Innovative teaching practice Reflection in-and-about action Global approach

17. Curriculum counselling

18. Present . UOC’s approach Teachers’ Collaboration ICT embeded into teachers’ development process Innovative teaching practice Reflection in-and-about action Global approach

20. Outline Past . How was designed Teacher ’ s training? Present . What is the new approach? Our contributions Future . Which are the limitations and challenges?

22. Training new teachers for Secondary Education Teresa Guasch & Guillermo Bautista Department of Psychology and Educacion [email_address] VIII international seminar of the UNESCO Chair in e-learning Teacher training: reconsidering teachers' roles Barcelona, October 6-7, 2011