Teacher education for beginning and primary levels

Abstract

This paper delves into the development of professional competencies in early teacher education for beginning and primary levels. It mentions the professional features of graduates from such careers, in terms of strengths and weaknesses. Our proposition for teacher education institutions is to have a device that will enable the construction of alternative proposals within, so that they may address what is perceived as a gap in the professional path, facilitating taking better advantage of the potential of new instructors. By providing functional analysis of teacher education, we suggest patterns for the construction of collaborative maps of the competencies needed by teachers, to be thought of institutionally as an alternative for teacher training for beginning and primary levels.