Professional relationship between teacher working on the per-service professional qualification programme (pcpi) and the departament of academic conselling and guidance

Resumen

This article deals with the conditions and contents of the professional relationship among teachers working on the compulsory modules of the Initial Professional Qualification Programme (PCPI) in a High School (IES) and the Department of Academic Counselling and Guidance (DO)
Theoretical framework: The implementation of a programme such as PCPI has some requirements, such as the existence of cooperation and coordination among all the people involved in its development. In the case of PCPI these are hard requirements because teachers need to relate as a team in the IES framework; but departmental structures are rooted deeply.
Methodology: The data presented have been collected from semi-structured interviews from the Chief of Studies and the Counsellor, as well as the discussion group with the Academic Counselling and Guidance Department and teachers involved in the programme. It was qualitatively analyzed.
Location and delimitation: The information comes from the study of a case in a Comunidad Autónoma de la Región de Murcia High School (IES). Only the part concerning conditions and contents of the relationship between staff and the Academic Counselling and Guidance has been presented.
Main outcomes: Several boundaries and difficulties of different origins have been found with respect how the relationships among the people involved in a PCPI are defined and unfolded. The contents are not always focused on learning and work in the classroom.