Values transmitted in initial teacher training

This article presents the results of the ULE 2012-03 research project on the values transmitted in initial teacher training. This initial training is influenced by the values that university teachers transmit to students, whether explicit or implicit. These values influence the professional practice of future teachers, and the values and attitudes of the students that they form in turn; hence their importance. Critical discourse analysis has been used to examine the discourse of teachers and students who participated in interviews and discussion groups. The results were triangulated with contributions obtained from the analysis of the course syllabi in order to understand the links between different hegemonic discourses and internalized and assimilated ideas. The results show that university teachers tend to reproduce, especially implicitly, values and attitudes linked to the dominant social discourse marked by a neoliberal economic, social and mental imaginary, despite explicitly expressing their attempt to be critical of this discourse. The findings suggest that efforts, mechanisms and resources should be dedicated to analyzing the values universities aim to transmit to future generations of education professionals and determining if they are likely to contribute to the kind of training that will help promote a fairer and better society.