The Department of Education, Culture, and Sport of the Government of Aragón has approved the III Framework Plan for Teacher Training, a document that establishes strategic lines for teacher training for the next four years. This plan addresses the need for highly qualified, motivated, and prepared teachers to face the educational challenges of the future.
The plan is based on the premise that, in an increasingly changing, diverse, and globalized social context, the educational administration must ensure the key competencies required by the students. The general objectives include improving educational quality through comprehensive and continuous training, adapting to social, technological, and pedagogical challenges of the 21st century, ensuring territorial equity with special attention to rural centers and online modalities, and consolidating educational innovation and teacher research.
The plan incorporates three fundamental innovations. First, the STEAM approach, which integrates technology, interdisciplinarity, critical thinking, and creativity to prepare students for the challenges of the 21st century. Teachers will be trained in computational and interdisciplinary thinking, technological tools will be provided, and educational innovation plans and projects will be promoted.
Second, it introduces teacher mentoring as a support model in which experienced teachers act as mentors to new teachers, fostering professional development and educational innovation.
Third, it includes training in Artificial Intelligence as an emerging aspect of digital competency, promoting a critical, ethical, and pedagogical use of AI in the classroom and educational management.
The plan is centered around 12 key competencies: programming of the learning and teaching process; practice and management of the process; assessment; comprehensive development and well-being of students and teachers; tutoring action; school coexistence and democratic values; participation in the center; commitment to continuous improvement and educational quality; permanent professional development; leadership and teachers’ communicative competence; teachers’ digital competence; and teachers’ linguistic competence.
The plan incorporates an evidence-based evaluation model that will measure the real impact in the classroom and the improvement of teaching and learning processes, consolidating the school as a driver of innovation, equity, and social cohesion.
