Past, present and future of teacher training in Spain
This study seeks to unravel key aspects that have guided teachers’ work in the past, those expressed in the present through their classroom experiences, and proposals that should guide the future of the profession. This has involved both qualitative and quantitative analyses based on interviews with...
| Autores: | , , |
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| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2021 |
| País: | Brasil |
| Recursos: | Fundação Carlos Chagas (FCC) |
| Repositorio: | Cadernos de Pesquisa (Fundação Carlos Chagas. Online) |
| Idioma: | español |
| OAI Identifier: | oai:ojs.publicacoes.fcc.org.br:article/8591 |
| Acesso em linha: | https://publicacoes.fcc.org.br/cp/article/view/8591 |
| Access Level: | acceso abierto |
| Palavra-chave: | Formação de Professores Competências Formação Inicial Formação Continuada Formación de Docentes Competencias Formación Inicial Formación Continua Formation des Enseignants Compétence Formation Initiale Formation Continue Teaching Education Competencies Initial Training Lifelong Learning |
| Resumo: | This study seeks to unravel key aspects that have guided teachers’ work in the past, those expressed in the present through their classroom experiences, and proposals that should guide the future of the profession. This has involved both qualitative and quantitative analyses based on interviews with 658 teachers working in some regions of northwestern Spain. An analysis of frequencies using contingency tables provides data on professional competencies and teacher training. The results reveal differences in terms of sex and age, explained by the historical and educational context before and after Franco’s dictatorship, as well as the significant changes brought about by Spain’s transition to democracy. |
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