Pre-service teachers and community of learning to promote ABP

Abstract

The initial teacher development is one of the aspects that most influences the quality of education. In many cases, this higher education focuses ignoring innovative methodologies allowing a significant education and quality. The professional teacher development must be a continuous task, diverse, shared, contact the classroom, constantly improving and to boot properly from initial development itself. This paper presents an intervention in higher education for pre-service teacher development in pre-school education; they are involved in a learning community in order to increase their self-efficacy in innovative methodologies. The contact of pre-service teachers with in-service ones, experts in those methodologies and with children in real classroom projects, has contributed to enrich their professional skills, to encourage and empower them to implement innovative methods in their future professional practice. The results inspire us to bet on a pre-service teacher development in which they are related in multiple scenarios and diverse human organizations for their professional improvement