Publication: Expectativas ante la formación inicial entre el alumnado
del Máster de Profesorado de Enseñanza Secundaria
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Date
2015
Authors
Serrano Rodríguez, Rocío ; Pontes Pedrajas, Alfonso
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Publisher
Universidad de Murcia. Servicio de Publicaciones
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DOI
http://dx.doi.org/10.6018/rie.33.2.203471
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info:eu-repo/semantics/article
Description
Abstract
En este trabajo pretendemos contribuir a la mejora del proceso de formación inicial docente,
investigando las expectativas formativas de los futuros y las futuras docentes sobre las competencias
profesionales de carácter general que trabajan en el Máster de Formación del Profesorado de
Enseñanza Secundaria (FPES). En el estudio han participado 353 estudiantes de la Universidad
de Córdoba, durante los cursos académicos 2009-2010 y 2010-2011. Mediante un cuestionario
de escala Likert se han identificado varios núcleos de opiniones, que podrían considerarse como
subdimensiones diferenciadas, dentro del pensamiento inicial sobre las competencias docentes.
Los primeros resultados muestran la existencia de unas expectativas elevadas en la mayoría
de los fines formativos y competencias deseables, aunque existen diferencias apreciables entre
los diversos núcleos. También observamos la existencia de un factor principal, que agrupa a
la mayoría de variables del conjunto (competencias básicas de carácter general) y dos factores
secundarios que incluyen al resto (competencias secundarias).
In this paper we contribute to the improvement of the initial teacher training processes with an empirical research on future teachers' training expectations of the general competences established in the Master’s programme for the training of secondary teachers. 353 students from this Master’s programme at the University of Córdoba were surveyed during two academic courses: 2009-2010 and 2010-2011. By using a Likert scale questionnaire we identified several sets of opinions, which could be considered as distinct subdomains within the initial thinking on the teaching competences. The first results indicate the existence of high expectations in most competences, although significant differences were also identified among the various sets. We also noted the existence of a main factor, which represents most of the variables in the set (basic general competences), as well as two secondary factors that included the rest (secondary competences).
In this paper we contribute to the improvement of the initial teacher training processes with an empirical research on future teachers' training expectations of the general competences established in the Master’s programme for the training of secondary teachers. 353 students from this Master’s programme at the University of Córdoba were surveyed during two academic courses: 2009-2010 and 2010-2011. By using a Likert scale questionnaire we identified several sets of opinions, which could be considered as distinct subdomains within the initial thinking on the teaching competences. The first results indicate the existence of high expectations in most competences, although significant differences were also identified among the various sets. We also noted the existence of a main factor, which represents most of the variables in the set (basic general competences), as well as two secondary factors that included the rest (secondary competences).
Citation
Revista de Investigación Educativa, V. 33, N. 2, 2015
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