Publication: Las Necesidades de formación permanente del profesorado en el ámbito no universitario : estudio comparativo
Authors
Mayorga-Fernández, María Josefa ; García-Vila, Elena ; Alarcón-Orozco, Elena ; Sepúlveda-Ruiz, María del Pilar
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Publisher
Universidad de Zaragoza, Asociación Universitaria de Formación del Profesorado (AUFOP)
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DOI
https://doi.org/10.47553/rifop.v100i39.1.101993
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info:eu-repo/semantics/article
Description
Abstract
En el desarrollo profesional docente tiene una gran relevancia la formación permanente, por ello, en este estudio se analiza y compara las necesidades de formación permanente autopercibidas de los y las docentes en ejercicio en las etapas de Educación Infantil, Educación Primaria y Educación Secundaria de la comunidad autónoma andaluza. Para aproximarnos a este foco de estudio se ha realizado una investigación cuantitativa no experimental, ex post facto, utilizando un cuestionario de autoinforme como instrumento de recogida de información. En total ha participado una muestra de 801 docentes no universitarios/as en ejercicio. Los resultados evidencian que las necesidades formativas se siguen focalizando en cuestiones metodológicas frente a otras de carácter social, personal o cultural, que los y las docentes demandan una formación profesional colegiada, y que existen diferencias significativas principalmente entre el profesorado de Educación Primaria y el de Educación Secundaria. Se puede concluir que es necesario realizar un cambio estructural en la formación permanente, apostando desde la administración educativa por estrategias formativas que fomenten el diálogo, promuevan la toma de decisiones informada y requieran una mayor implicación y colaboración por parte del profesorado como, por ejemplo, las estrategias formativas fundamentadas en la investigación acción colaborativas, como las Lesson Studies.
In-service training is of great relevance in the professional development of teachers. Therefore, this study analyses and compares the self-perceived in-service training needs of practising teachers in Early Childhood Education, Primary Education and Secondary Education in the autonomous community of Andalusia. In order to approach this focus of study, a non-experimental, ex post facto, quantitative research was carried out, using a self-report questionnaire as an instrument for collecting information. In total, a sample of 801 non-university practising teachers took part in the study. The results show that the training needs are still focused on methodological issues as opposed to others of a social, personal or cultural nature, that teachers demand collegiate professional training, and that there are significant differences mainly between Primary Education and Secondary Education teachers. It can be concluded that there is a need for a structural change in in-service training, and that the education administration should focus on training strategies that encourage dialogue, promote informed decision-making and require greater involvement and collaboration on the part of teachers, for example, training strategies based on collaborative action research, such as Lesson Studies.
In-service training is of great relevance in the professional development of teachers. Therefore, this study analyses and compares the self-perceived in-service training needs of practising teachers in Early Childhood Education, Primary Education and Secondary Education in the autonomous community of Andalusia. In order to approach this focus of study, a non-experimental, ex post facto, quantitative research was carried out, using a self-report questionnaire as an instrument for collecting information. In total, a sample of 801 non-university practising teachers took part in the study. The results show that the training needs are still focused on methodological issues as opposed to others of a social, personal or cultural nature, that teachers demand collegiate professional training, and that there are significant differences mainly between Primary Education and Secondary Education teachers. It can be concluded that there is a need for a structural change in in-service training, and that the education administration should focus on training strategies that encourage dialogue, promote informed decision-making and require greater involvement and collaboration on the part of teachers, for example, training strategies based on collaborative action research, such as Lesson Studies.
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