The statements were analysed qualitatively. The findings are discussed and implications for teacher education are suggested. The main characteristics of current school time, the day, the week, the year s evolution have been developed over the last two centuries, they are a result of an historical construction a cultural fact. School time is also a social time, established by the end of the last century, school time hasn t changed much in quantitative or on normative terms, it keeps the bases of its monastic origins it is no longer in harmony with modern social organisation. School time is a time which maintains certain relationships with other social times, which has reciprocal dependency ties with rhythm of social life.
School lives a time of tension between the innovation and the maintenance of the status quo.
The paper summarizes and comments the outcomes of the workshop. A common module was designed, and taught for a period of six weeks, to initial training teachers of areas varying from Languages to Science and Mathematics. This paper presents the results of the responses given in a written questionnaire administered to lectures and students who have participated in this experience. The results reveal that the assumption on which this study was based seems adequate. In this context, as well as presenting course contents, particular emphasis will be placed on the evolution of didactic methodology from the 70s to the present time.