University-School Collaborative Networks: A Strategy to Improve the Professional Skills of Future Teachers

Table 1

Perceived average increases in the acquisition of professional skills, see also Figure 1.

(A1) Know the objectives, contents, and evaluation criteria used in Infant Education
(A2) Promote and facilitate learning in early childhood, from a global and comprehensive perspective
(A3) Design learning spaces that accommodate the individuality and diversity of infants’ school pupils
(A4) Be able to promote social harmony and the peaceful resolution of conflicts that arise in infants’ school settings
(A5) Reflect as a group on the need to promote an emotional and values-based education in childhood
(A6) Know the evolution of language in early childhood and design language learning situations in multicultural and multilingual   contexts
(A7) Know the educational implications of ICT (especially TV) in childhood development
(A8) (1) Know the dietary, nutritional, and early educational needs of childhood
(2) Know the psychological, learning, and personality-building processes of early childhood
(A9) (1) Know the diversity of actions that comprise the organisation of infants’ schools
(2) Value the need for life-long professional development as a teacher
(A10) Be able to give guidance to the families of infants’ school pupils
(A11) Be able to reflect on classroom practices in order to improve them and innovate
(A12) Know the function and role of infants’ schools in the improvement of contemporary society