Teachers, Journal of Curriculum and Teacher Education, 4 (1), (2000) 1

METHODOLOGICAL PROCESS FOLLOWED SINCE THE INITIAL TRAINING TO ADVISE

THE EDUCATIONAL CENTER

María Purificación Pérez García

University of Granada
Email: mpperez@ugr.es

Summary

Our article aims, on the one hand, to offer guidelines so that, from initial training,
students are trained in the work of advisors, specifically, that they know how to work within an
advisory process. To do this, they must know who the advisors are, what advice is, what their
theoretical models are and what range of strategies and techniques they can use. And on the
other hand, exemplify step by step how training begins in an advisory process from initial
training.

Abstract

Our article has two objectives: the first one is to give information about what the
counseling is, who is the counselor, what are the strategies and the skills which help to
troubleshoot the issue. The second one is to offer a step by step guide of how the students
are trained in the counseling process.

*****

The objective of this article is to show how, from initial training, skills can be acquired
and practiced to begin a counseling process, to the point that such process is undertaken
rigorously. This experience is framed within the program of the subject Didactic Advice to
Educational Centers, which is an elective taken by students in the second and third year of
Pedagogy. As such a subject, it has credits through which we will study the theoretical and
practical contents that will allow us to develop this experience.

We present, therefore, two large sections. In the first we will remember what advice
models exist and from which we start, what are the phases of an advice process and what
strategies we have – essential knowledge for students in training. And in the second, we
exemplify an advisory situation so that they connect the theoretical contents learned with the
situation - hypothetical/real - of the practice that we offer them.

1. MODELS, PROCESSES AND STRATEGIES FOR DIDACTIC ADVICE

1.1. Theoretical contents

In the literature we will find disparity in counseling approaches. We have selected the
proposal of Nieto (1993, 2001) who points out different approaches to advising educational
centers, namely, intervention, facilitation, technical collaboration and critical collaboration.
These are situated on a scale that goes from greater directivity (of the intervention approach)
to non-directiveness of the rest (Escudero and Moreno, 1992). These approaches lead to two
Teachers, Journal of Curriculum and Teacher Education, 4 (1), (2000) 2

counseling models (Tejada, 1998): implementation and development. Our proposal is that we
are committed to the process or development model, which acts guided by parameters of
collaboration, commitment and autonomy.

The process to follow when you intend to advise in a center outlines specific phases.
We will rely on the proposal of Escudero and Bolívar (1994), cited in Bolívar (1999), who
provide the following sequence of an advisory process, oriented to development and
collaboration:

(a) Build joint initial conditions: we would have to develop strategies that solve
communication difficulties, conflicts and prejudices. It would be clarified what is done in a
collaboration process, collaboration will begin, dissemination strategies will play an
important role where teachers are reinforced in their decision to have undertaken a
process of change and encouraged to continue; strategies for hearing what teachers
want; diagnose what you are seeing...
(b) Self-review of practice: in this phase the situation in which the pending issue is found and
those involved in it are revealed. We will use communication and collaboration-
participation strategies.
(c) Identification, prioritization and clarification of needs: an attempt will be made to bring
teachers to agreement on achievements and needs. To do this we will resort to decision-
making, reflection, communication and collaboration strategies.
(d) Preparation of action plans: involves the design of strategies and resource planning to
address the problem of concern, if that is what the improvement project consists of. The
strategies that would be used would be analytical, especially due to the effort to reflect on
the designs, communication and collaboration.
(e) Implementation and development: it is about putting into motion everything that has been
designed. This moment will be characterized by consensus among the working group,
that is, everyone will agree on what has been done and that it should be implemented.
Collaboration and analytical strategies will be used.
(f) Evaluation and monitoring: Strategies will appear that describe the situation, that is, they
will inform us how far and how it has been reached and also whether this change will be
accepted as something internal, something that will be common in the school since it
continues in the same way. autonomously. The strategies that will be used will mainly be
those of evaluation and those of reflection.

1.2. Tools

The strategies for counseling will always be subject to the theoretical model from which
they are chosen and the use that the advisor makes of them. We call them advisory because
they are used in the process to encourage critical reflection on the practice of the teacher and
the center, as a premise for improving quality. Although they really come from various
scientific fields such as Psychology, Mathematics, Philosophy or Didactics, we will use them
in the advisory process.

There are various attempts to classify advisory strategies for an innovation process, but in
order to comprehensively address them, they must be separated from their initial dependence
on rationalist/managerialist models of change management. In this sense, Bolívar (1999)
differentiates between: strategies for institutional change, strategies to generate capabilities in
the organization, strategies for proposals for the exchange and dissemination of knowledge,
experiences and resources, and strategies to facilitate local initiatives.

In this line of trying to abstract the strategies from their models and reuse them in different
situations for which they were designed, we point out the classification of Municio (2000) who
Teachers, Journal of Curriculum and Teacher Education, 4 (1), (2000) 3

works with a whole range of tools for quality evaluation, but which we consider to be well
could be applied to counseling processes. We especially recommend problem-solving tools,
such as Problem Definition, Affinity Diagram, Cause-Effect Diagram, Force Field Analysis,
Tree Diagram and Solution Selection, all of which are aimed at finding the situation at hand.
advise; as well as tools for process improvement, such as Arrow Diagram, Flow Diagram,
Relationship Diagram, Matrix Diagram and Action Plans.

Another proposal (Pérez, 2001) groups the different strategies around their functionality,
that is, communication, presentation, reflection, participation and evaluation, in addition to
specifying what techniques make up each of those, what they consist of and how they are
used in the counseling process. With all this, students will be provided with a conceptual
framework and a range of systematized tools with which to operate as advisors:

• Communication strategies

Regardless of the counseling model - implementation or development - according to which

the advisor acts, he will not lose sight of two strategies: that he is both a 'communicator in
front of' individuals or groups and a 'communicator between' individuals or groups. In a few
moments and depending on the situation, it will act 'in front' or 'between'.

The 'front' communicator is characterized by promoting unidirectional communication

where the sender will be the expert who transmits - the advisor - and the receiver will be the
teacher or group of teachers who receive the information. On the other hand, the 'between'
communicator is the one that allows bidirectional communication where the sender transmits
and receives and the receiver receives and replicates.

Sometimes it is essential for an advisor to act 'in front' of the group, as an expert,
because the group of teachers is at the limit of their possibilities in solving a problem and they
request external support - to the advisor - to give them the information or skills. recipes they
need and take charge of the project. The advisor who will respond in principle as a 'front'
communicator, will have sufficient skill to build a bridge towards 'between' communication and
dilute his leadership so that it can be taken up again by the center's teaching staff.

The strategies that the advisor will take care of in the transmission of information coincide
with the components of verbal and non-verbal communication. The strategies and techniques
that will be considered will refer to the: sender, message, audience, relationship climate and
language.

• Presentation strategies

The purpose of these is for the advisor to get to know the group, to make himself known,
as well as to promote a relaxed atmosphere that breaks the ice, especially in the first contact,
until a group atmosphere is obtained. Three situations may arise: one, that the advisor is
known by the teachers; another, that it is unknown to them; and another that the teachers do
not know each other or have no relationship, because they are from several centers, they are
from different departments, from different stages...

• Reflection strategies

With the introduction of reflection strategies by advisors among teachers, they will
analyze and interpret their organizational practice as the main way of knowledge. Among
those that increase teachers' knowledge we find those of self-knowledge (biogram, self-
report, diary...), practical observation (video, cassette, observation protocols...), coaching-
Teachers, Journal of Curriculum and Teacher Education, 4 (1), (2000) 4

pairing, obtaining information ( information and documentation channels, networks of centers,

databases). The reflection ones themselves make up Smyth's reflective cycle, the needs
analysis, the diamond, the strength analysis, the conceptual map..........Problem solving
requires both knowledge of the problem – in a general and specific way – and the cognitive
processes to operate on that knowledge (representation, planning, reconstruction of
solutions...). The creative ones can help the group make the beginning of the search for
solutions feasible and thus establish the starting point.

Some more are: recording of incidents, writing, life stories, group analytical discourse,
conversation with a critical friend, engineered situations, electronic feedback, platforms, case
studies, reading documents, reflective positioned practice, reflective seminar, critical
dialogue , representation, planning, creative technique of mediational fluency, narrative
vignette, metaphors, cognitive maps, the wall and the consensus technique.

• Participation strategies

The benefits obtained by professionals who practice these strategies translate into
participants strengthening their confidence and competence and also building a solid
collaboration network that frees them from the professional isolation to which they are
subjected, making the collaboration structure continue for years to come. The advisor will not
act as a leader, on the contrary, he will ensure that from the group of teachers to whom he is
united for a purpose, an internal, non-directive leader emerges, capable of guiding the
process of change, although with the help of the advisor. This situation will be achieved by
stimulating participation and this requires that the advisor reinforce collaborative attitudes,
facilitate dialogue and the participation of all, harmonize the differences between the different
positions, help the presentation of all ideas and ensure that decisions are take by consensus.

We will stop at a contribution of instruments that favor participation and group

dynamics. This is classified into two broad sections: Setting techniques and Work techniques.
The former have the objective of understanding and diagnosing a situation and finding out
where the attitudes of those involved fall. This includes the Phillips 6/6 strategies,
Brainstorming, Nominal Group Technique and Whispering. The second, Work techniques,
facilitate analysis and decision making. This group includes the guided discussion, the panel,
the round table, the symposium, the dialogue, the conference, the debate, the forum, the
assembly, the seminar, the interview and dramatizations or role-playing. Generally, most of
these strategies will be associated with the developmental or process advising model, as it
entails a high degree of communication between the advisor and the teacher(s).

• Assessment strategies

The evaluation, according to Del Pozo (1998), is carried out by the entire group involved
in the introduction of the improvement, with the instruments and techniques that they consider
most appropriate depending on the aspects that they wish to verify and in which they want to
delve deeper and according to the resources that they have. they have available – time, for
example – at every moment. Some are: Self-developed or standardized questionnaires,
exams, individual interviews, reviewed documentation, that is, what documentary sources
they have been based on, observation, written self-reflection and discussion groups.

1.3. Development of practical content

At the end of the theoretical credits of the subject Didactic advice to the educational
center, and as a compilation of this, we proposed some situations to our students that could
Teachers, Journal of Curriculum and Teacher Education, 4 (1), (2000) 5

arise in daily life and in which they should assume the role of advisor that they believed
appropriate. The aim was that, through a reflective attitude, they were able to connect the
theory offered with possible practical cases.

For such action they needed to organize each and every one of the theoretical topics
and all the practiced strategies that we had been developing in class weekly, to finally extract
the information they required from both parties. The theoretical topics provided information
about: what is counseling? What are the counseling approaches and models that exist? What
are the general strategies for the process? What factors are involved in counseling? What is
the function and role of a advisor?, and finally, under what advisory approach
Is it advisable to act? The practical part of the subject was interspersed between the
theoretical explanations. Basically it consisted of showing strategies for advising in the
centers, trying to fit them into the advising models. All these questions were developed based
on several procedures. On the one hand, the master lesson, through which the teacher told,
relying on transparencies, the content of the topic; and on the other hand, we used inductive
techniques so that the students would be the ones to reach the contents of the topic step by
step. Of course, such reflection was led and guided by the teacher, who posed the questions
and the common thread towards which to direct the results.

To the students, we present four possibilities among the many that they can consider:
a) an advisor must begin an advisory process in a center with which he or she has not had
any previous professional relationship; b) an advisor who is going to advise a group of
teachers from a center with which he has maintained contact, on a problem already detected
by them; c) an advisor who is going to advise a specific teacher from a center with which he
or she has a relationship, for a problem about which he or she wants to know more; and d)
the students are made aware of some phases of a counseling model, in such a way that what
the students have to do is say what phase we are in, justify them and argue how they would
proceed.

2. PRACTICAL EXAMPLEMENT: PRACTICAL PROCESS IN THE SUBJECT

With these four options, we wanted them to think about very normal situations in their
professional routine and also to put all their knowledge on the table and have doubts assail
them, since by solving the cases, we resolved all the issues.
Teachers, Journal of Curriculum and Teacher Education, 4 (1), (2000) 6

that they had not been able to complete alone. The methodological sequence that we
practiced with the students to train them in intervention in a counseling process was:
1. We present a table (see table 1) with a previous selection of strategies, following the
grouping made by Pérez (2001) and we explain that this choice of instruments is one of
the possible alternatives :

CLASSIFICATION OF ADVICE STRATEGIES

OF REFLEXION

• NEEDS ANALYSIS: the identified needs are reflected on. The

teachers prepare a list that is refined and specified through a
system of categories induced from pedagogical theory or from
the analysis processes of previous narratives. Once the
categories are established, the needs are assigned to each
one.
• DIAMOND TECHNIQUE: used to identify five to nine areas of
improvement. The teachers will select and define them. Those
are asked to assign a score out of five ranging from 'highest
priority' to 'can wait'. Each teacher will make their own. Given
this, the advisor will request that they negotiate among the
group to obtain only one.
• FORCE ANALYSIS: points out and describes, when faced with
a problem, all the forces or conditions that are acting on it,
enhancing it -conditions that must be maintained- or minimizing
it -what must be changed-, and assesses what difficulty there
would be in initiating such a change -easy , difficult, complex-.
• PROBLEM CLARIFICATION: the sequence that follows is to
describe three common classroom situations related to the
problems we want to deal with, analyze the causes as they
have been perceived and propose appropriate solutions. To
learn more about these last four techniques, we recommend
reading the book by Arencibia and Guarro (1999).
• CRITICAL FRIEND: it is a more personal dialogue with a single
person with whom we maintain good empathy and inspires
confidence in us.
• INCIDENT RECORDING: it can be done graphically or through
a report. Through this instrument, justifying reasons are
provided for the narratives that have been made, so that this
information serves to reflect on the specific case.

• REFLECTIVE SEMINAR: a topic is analyzed in a group.

Teachers are grouped in pairs, each pair presents their
observations and reflective dialogue to the group. Each one
tries to plan some change and in the end each person
individually has to come up with a personal theory on the
subject.
COMMUNICATION
• PRESENTATION OF KNOWN ADVISOR: the advisor is known
among the teachers. In a circle, the advisor begins by saying
his or her name and surname, colleagues will introduce
themselves with their name, stage in which they work, area or
subject...
Teachers, Journal of Curriculum and Teacher Education, 4 (1), (2000) 7

CLASSIFICATION OF ADVICE STRATEGIES

• UNKNOWN ADVISOR PRESENTATION: when the advisor is

not known by the group, he has to get all the teachers he works
with to feel like a group and consider the importance and need
of being a group. We recommend the book by Francia and
Mata (1992). One strategy that is used is to place the teachers
in a circle and give them a blank leaflet so that they can write
five answers that answer the question: who are you? And then
it will be commented.
• SENDER-AUDIENCE-CLIMATE-LANGUAGE: the advisor must
be aware of the characteristics of the receiver, be clear and
convincing, give the impression of approach (if he leans his
body forward) and of directness (arms along the body not
crossed ), do not break the physical proximity between him and
the teachers, take care of the tone of voice and communicate
with clear grammatical constructions.
PARTICIPATION

• PHILLIPS 6X6: grouping of participants 6 by 6 with the purpose

of discussing the proposed topic for 6 minutes. General
conclusions are obtained from the groups' contributions.
• NOMINAL GROUP TECHNIQUE (TGN): the group members
interact very little and contribute their opinions individually, then
their results are added. Voting is the means for group
evaluation. It is important that the silence is not broken during
the established time, without exchanges of opinions between
the participants until indicated.
• WHISTLER: organization of the group in pairs for dialogue. That
is, instead of the proposals being individual, we will obtain them
for every two people.
EVALUATION • DISCUSSION GROUP: the protagonists – teacher and advisor –
speak in the presence of each other, reflect and give their
opinion on the impression that each one has had and on the
effectiveness achieved in the improvement.

Table nº1. Classification of counseling strategies.

2. The next step consisted of reminding the students in training, through a graph (see graph
1), that there is a process for advising and that the strategies are distributed around it.
That is, for each phase of the process – six in total – we will rely on some strategies more
than others .
Teachers, Journal of Curriculum and Teacher Education, 4 (1), (2000) 8

Figure 1. Relationship between counseling strategies and the development-oriented

counseling process

3. Then we offered them a possible scheme of how to shortcut an advisory process (see
table 2) where we assigned precise instruments to each phase.

ADVICE PROCESS
1. BUILD INITIAL CONDITIONS - PRESENTATION
- PHILLIPS 6X6
- TGN
- CRITICAL FRIEND
Teachers, Journal of Curriculum and Teacher Education, 4 (1), (2000) 9

2. SELF-REVIEW OF PRACTICE - WHISTLER

3. IDENTIFY NEEDS - NECESSITIES ANALYSIS

- DIAMOND
- FORCE ANALYSIS
4. PREPARE AN ACTION PLAN - CLARIFICATION OF
ISSUES
- FORCE ANALYSIS
5. IMPLEMENTATION - EVENT LOG
- REFLECTIVE SEMINAR
6. EVALUATE AND MONITORING - DISCUSSION GROUP
Table nº2. Counseling process.

4. Next, we provide them with a series of keys on which they would focus their attention
before starting counseling:

• Problem: We will focus on whether the problem is specific or generic, since in the latter
case a strategy will be applied that allows us to dissect the problem into more operational
parts.
• Type of demand: We will observe if it is a demand required by the teachers or imposed by
the administration or the management team of the center, since the input of the advisor
will be different in one case or the other. You will have to pay special attention to the
entrance in the center.
• Type of relationship: We will detect whether or not the advisor has had a previous
relationship with the center and we will work on the group idea with the group of teachers
who will be advised.
• Attitude: We have to keep in mind that the counseling process is the same - that is,
diagnosis, needs, action plan, implementation and evaluation - it will depend on the
attitude of the advisor - more implementer or more collaborator - to end up acting.
according to some guidelines or others.

5. Finally, we presented a case that responded to one of the options that an advisor could
find in the world of work. It goes like this: A center, which has not had previous contacts
with the advisor, demands help to deal with school absenteeism, what would you do? At
this time, it is time to remind our students in initial training to reflect and draw from the
theory and proposals presented in points 1, 2, 3 and 4 how to undertake this request for
advice. We give them time in class to sketch their design and then we move on to address
the intervention:

to As we are betting on an advisory approach oriented towards development and

. collaboration, the objective is for the advisor to empathize with the group, get hold of it,
accept it and cooperate with everyone. If we realize, our advisor has not had previous
contacts with the center, so neither he knows nor they know him. It is therefore urgent to
begin the process by introducing ourselves and them. We are going to talk about what we
are called, what area or subject (baccalaureate) we teach, in what cycle, in what stage,
how many years we have been in that center, if we claim experience in different cycles
and stages.

b. Following the phases of the counseling process, we would now have to build the Initial
Conditions, that is, what is the degree of commitment to the group and the problem to
be treated. I would start by asking them: do you know what it is to work in a group? To
answer, we turn to the Phillips 6x6. Then we continued investigating how many
Teachers, Journal of Curriculum and Teacher Education, 4 (1), (2000) 10

teachers are affected by this problem and why they are here, through the TGN.
Students in training must be made to see that if it is a generic issue that affects the
entire center, they will have to act in a different way than if it affected only the 6th
grade teachers or the 4th grade ESO teachers, or if it only affected the Technology
department regardless of the course, since the problem will be operationalized and as
many groups as necessary will be created to make it solvable. We will even rely on
conversations with the Critical Friend, since they can tell us what the situation is like,
what work expectations are discussed among the group, what degree of trust they
place in the advisor, how they get along with each other, what disposition they have
for the meetings...
c. We continue to advance in the process to elucidate what information the group has on
the issue of absenteeism and to find out what characteristics this common work
project presents. Following the line of Bolívar (1999), we will examine what
expectations of resolution they express, if the problem has been explicitly formulated,
if they clarify what they want to achieve, if it is well focused... All this through the
technique of Whispering

d. Advising on absenteeism, without further ado, is an almost impossible mission.

Students are advised that when the topic on which advice is given is generic and not
well defined, they resort to good Identification and prioritization of needs - which is the
third phase of the advice process. To do this, we recommend the Needs Analysis
technique. This assumes that the advised group prepares a list of felt needs they have
regarding absenteeism. We provide our students in training with data on the
characteristics of a compensation center so that it is easier for them to imagine their
needs. Although we will also provide you with some of the information prepared by
Arencibia and Guarro (1999) as an example. So the needs that exist on the subject
are: 1. The organization in the use of the center's material means; 2. The lack of
democratization in the classroom and at school; 3. The lack of oral and written
expression; 4. Respect for the environment; 5. Truancy; 6. Lack of concern on the part
of the family about what their child is doing at school; 7. Rapid loss of interest in topics
that apparently seem interesting; 8. Problems in acquiring habits; 9. Respect the turn
of speech; 10. Acquire practice to develop teaching units; eleven. Encourage students'
attention; 12. Lack of coordination between cycle and level teachers; 13. Difficulty in
motivating students; 14. Lack of study habits.
Next, we categorize all the needs, that is, we label them and under each label a
number of needs come together, united by the characteristic of that label. We group all
these needs under headings such as: coexistence between students, school
absenteeism, relationship with the family, teacher methodology, language problems,
formation of habits and attention to diversity. And the distribution we arrive at is:

CATEGORIES NEEDS

Coexistence between 2, 4
students
Truancy 5
Relationship with family 6
Teacher methodology 1, 7, 11, 12, 13
Language problems 3
Habit formation 8, 9, 14
Attention to diversity 10

The next step, once the needs regarding absenteeism have been defined and
Teachers, Journal of Curriculum and Teacher Education, 4 (1), (2000) 11

operationalized exactly, consists of prioritizing the categories. To do this, we

recommend the Diamond technique, through which we will identify five or nine
categories in which to start improving. The criteria is from 'highest priority' (1) to 'can
wait' (9). At this time, we point out to the students we are training that they do not
forget the context in which they would have to act - in our example with students in
training, a compensatory center - when prioritizing needs. They will also be pointed
out that each advised group must reach a single diamond, always through negotiation
and consensus. In such a way that everyone accepts the final proposal to proceed on
that first category.

Once all the labels have been placed, we proceed to apply a technique with which we
elucidate which conditions are changed or which are maintained for that diamond, as
well as what difficulty – difficult to easy – there would be to initiate such a change. We
refer to Force Analysis. The message we transmitted to our students in training was
that in each square of the diamond they should write a 1 , a 2 or a 3 to decide whether
to address that problem or change it, where the gradation was that 1 means that the
need must be changed and It is very important, up to 3 which means that it can be
maintained in principle because it is not vital; and that they write down the letters a, b,
and c next to the numbers to indicate the degree of difficulty that this problem would
cover, where a is the maximum difficulty to improve that situation and c would be the
minimum difficulty. We suggest to the students that the advisor should indicate to the
group of advisees that they begin the work of change for the categories that have
obtained the 1c combination, since it is certain that it is a very important need to
change and it is also easy to fix. Where you should not start is with the 3rd , that is,
the least important and the most difficult to improve.
e. Once we have the list of needs outlined, we move on to the fourth phase of the advice
process, which is the preparation of an action plan. To do this, we will apply the
techniques of Problem Clarification and Force Analysis. With respect to the first, we
propose that a table be designed where the group of advisees - in our case, the
students - write down the problems that we have already identified - the 1c -, their
possible causes and their possible solutions. Let's imagine that we choose the
category 'methodology', we break it down and assign causes and solutions to each of
the problems:
Teachers, Journal of Curriculum and Teacher Education, 4 (1), (2000) 12

PROBLEM CLARIFICATION
PROBLEM/NEED D CAUSE SOLUTION

- The organization in
the use of the
center's material
means

- Rapid loss of interest

in topics that
apparently seem
interesting

- Foment
the
students' attention

- Lack of
coordination between
teachers of
cycle and level

- Difficulty in the
motivation of the
students

Regarding the second, the Force Analysis will be directed to the solutions column.
Likewise, those advised are induced to begin their action plan with the 1c
combination.

f. The sequence of the advisory process takes us to the fifth phase on Implementation.
The instruments on which we will base ourselves will be the Reflective Seminar and
the Incident Record. With the first, we want the group to think about how the plan is
getting going, what difficulties arise, what advantages we find, what we are achieving
and what is viable. Thanks to the incident log – graphic – we will be able to know all
that information, since we will instantly note what is happening. All these elements will
help us make a judgment about the process, giving way to the sixth phase.

EVENT LOG
SOLUTION S DIFFICULTIES VIABILITY ADVANTAG
ES

g. We will carry out the evaluation and monitoring through the discussion group. When
students simulate this strategy, they are told that it is time to evaluate both the
success or failure of the developed process and the success or failure of the expected
and obtained results. It is the opportunity to ask how many people want to continue in
the process or who abandons it, if it is necessary to adjust the action plan as a result
of the new situation, as well as encourage participants to continue insisting on school
improvement.
Teachers, Journal of Curriculum and Teacher Education, 4 (1), (2000) 13

In short, we wanted to tell in this article the methodological process that we followed
with students in initial training, to advise educational centers.

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