On the relevance of educational reforms in the evolution of Secondary Education teacher training

Abstract

In this paper it is pointed the usefulness of historic-educational research in order to identify the etiology and analyse the development of problems which affect the educational system. Throughout the XIX century and most of XX, the initial training of Secondary teachers was defined by the episteme and by a teaching style of universitary nature. Nevertheless, the universality of
Secondary Education and the derived challenges of the DeSeCo Project, which defines the Key Competences to be acquired by the compulsory education students, demand new roles and abilities to the teachers of Secondary Education. After this analysis and with the light provided by some recent works, in conclusion we will propose a competence profile for the new secondary teacher, articulated around the fours columns for the education of XXI century: Know, Know how to, how to live, Know how to be.