Creencias sobre la profesionalidad docente y los modelos de enseñanza en la formación inicial del profesorado

Rodríguez, Rocío Serrano; Pedrajas, Alfonso Pontes; Gracia, Elisa Pérez

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Article • Rev. Bras. Educ. 24 • 2019 • https://doi.org/10.1590/S1413-24782019240018 copiar

Creencias sobre la profesionalidad docente y los modelos de enseñanza en la formación inicial del profesorado

Autoría SCIMAGO INSTITUTIONS RANKINGS

RESUMEN

El objetivo de este estudio es conocer las creencias del profesorado de Educación Secundaria en formación sobre la profesión docente y su relación con diversos métodos de enseñanza. Un cuestionario de escala Likert recogió las opiniones de 361 estudiantes matriculados en el máster en formación de docentes de educación secundaria. Se aplicó una metodología descriptiva a través de un cuestionario para recopilar los datos. Se identifican las creencias sobre la profesión docente, enfatizando los intereses de los futuros docentes en una enseñanza más práctica y un enfoque centrado en el alumnado. Esta investigación resalta la importancia de incluir en el plan de estudios del futuro profesorado de educación secundaria actividades y metodologías que permita a los estudiantes reflexionar acerca de sus propias creencias sobre la profesión docente y el proceso enseñanza-aprendizaje, ya que estas son decisivas para introducir cambios en el currículo de formación docente.

PALABRAS CLAVE:
formación inicial docente; profesionalidad docente; modelos educativos

	Variables
S.T.	1	2	3	4	5	6	7
Z _(K-S)	.805	.456	.953	1.041	.422	1.566	.392
P	.535	.967	.324	.229	0.979	.014*	0.989
	Variables
S.T.	8	9	10	11	12	13	14
Z _(K-S)	1.356	1.055	.552	.515	.390	1.689	.530
p	.059	.216	.921	.954	.998	.007**	.941

	Variables
S.T.	1	2	3	4	5	6	7
Z _(K-S)	3.586	3.912	3.017	3.199	2.630	3.475	3.276
P	.000	.000	.000	.000	.000	.000	.000
	Variables
S.T.	8	9	10	11	12	13	14
Z _(K-S)	3.635	4.371	3.828	4.474	2.990	3.515	3.766
P	.000	.000	.000	.000	.000	.000	.000

Items	*Degree of agreement (%)					Level
Items	1	2	3	4	5	H,M,L
1. To be a teacher, what matters is to have a broad knowledge of the contents and teach them clearly	5.5	17.7	15.8	39.6	21.3	M
2. The teaching profession can be learned and improved with theoretical and practical training	1.9	3.3	10.5	39.9	44.3	H
3. Before being a teacher, it is necessary to acquire deep knowledge about psychology, pedagogy and didactics	4.7	11.4	16.3	38.0	29.6	H
4. Aspects such as authority and the ability to lead students cannot be acquired in a training course	14.1	26.6	10.8	26.9	21.6	L
5. The main goal of teacher education is to develop the ability to engage students in the learning process	0.8	9.1	19.7	46.0	24.4	H
6. Secondary education teacher is mainly a specialist in their subject and that training can only be acquired during their degree studies	20.5	27.4	12.7	28.8	10.5	L
7. To motivate students to learn is necessary to acquire some skills closely related to the teaching profession	2.8	10.8	16.6	41.0	28.8	H
8. The best teachers are people with the innate qualities to communicate and teach	11.1	30.2	12,5	32.7	13.6	L
9. Training must focus on learning how to plan lessons and master communication techniques in the classroom	7.8	24.1	15.8	37.1	15.2	M
10. Teacher training is only acquired through experience	12.2	22.4	15.0	32.4	18.0	L
11. Initial training should help teachers to develop a professional identity focused on educational problems	7.2	26.9	17.5	35.5	13.0	L
12. The main quality is the vocation but it is not acquired through pedagogical training courses	6.4	17.5	29.1	30.5	16.6	M
13. Currently, it is not easy to be a secondary education teacher, especially if you have not been trained before for this purpose	7.2	23.0	13.0	35.2	21.6	M
14. Any graduated student is able to acquire in a postgraduate course the necessary teacher training to properly carry out this task as well as the rest of functions required by the current secondary education trend	4.7	9.1	11.9	43.5	30.7	H

Grouped variables (TrTM)	I (Disagree)		II (Intermediate)		III (Agree)
Grouped variables (TrTM)	Freq	%	Freq	%	Freq	%
1. To be a teacher, what matters is to have a broad knowledge of the contents and teach them clearly	84	23.3	57	15.8	220	60.9
10. Teacher training is only acquired through experience	125	34.6	54	15.0	182	50.4
8. The best teachers are people with the innate qualities to communicate and teach	149	41.3	45	12.5	167	46.3
6. Secondary education teacher is mainly a specialist in their subject and that training can only be acquired during their degree studies	173	47.9	46	12.7	142	39.3
Cluster Analysis in TrTM
Cluster 1		Cluster 2		Cluster 3
Freq	%	Freq	%	Freq	%
82	22.7	134	37.1	145	40.2
Spearman’s Rho
	6	8	10	TrTM
1	0.154**	0.132*	0.108	0.471**
6		0.201**	0.203**	0.638**
8			0.170**	0.578**
10				0.580**

Grouped variables (TeTM)	I (Disagree)		II (Intermediate)		III (Agree)
Grouped variables (TeTM)	Freq	%	Freq	%	Freq	%
2. The teaching profession can be learned and improved with theoretical and practical training	19	5.3	38	10.5	304	84.2
14. Any graduated student is able to acquire in a postgraduate course the necessary teacher training to properly carry out this task as well as the rest of the functions required by the current secondary education trend	50	13.9	43	11.9	268	74.2
9. Training must focus on learning how to plan lessons and master communication techniques in the classroom	115	31.9	57	15.8	189	52.4
Cluster analysis in TeTM
Cluster 1		Cluster 2		Cluster 3
Freq	%	Freq	%	Freq	%
93	25.8	117	32.4	151	41.8
Spearman’s Rho
	9	14	TeTM
2	0.176**	0.804**	0.567**
9		0.082	0.660**
14			0.571**

Grouped variables (SCTM)	I (Disagree)		II (Intermediate)		III (Agree)
Grouped variables (SCTM)	Freq	%	Freq	%	Freq	%
5. The main goal of teacher education is to develop the ability to engage students in the learning process	36	10.0	71	19.7	254	70.4
7. To motivate students to learn is necessary to acquire some skills closely related to the teaching profession	49	13.6	60	16.6	252	69.8
3. Before being a teacher, it is necessary to acquire deep knowledge about psychology, pedagogy and didactics	58	16.1	59	16.3	244	67.6
11. Initial training should help teachers to develop a professional identity focused on educational problems	123	34.1	63	17.5	175	48.5
Cluster analysis in SCTM
Cluster 1		Cluster 2		Cluster 3
Freq	%	Freq	%	Freq	%
91	25.2	89	24.7	181	50.1
Spearman’s Rho
	5	7	11	SCTM
3	0.269**	0.389**	0.235**	0.609**
5		0.426**	0.184**	0.567**
7			0.187**	0.632**
11				0.664**

Grouped variables (ITM)	I (Disagree)		II (Intermediate)		III (Agree)
Grouped variables (ITM)	Freq	%	Freq	%	Freq	%
13. Currently, it is not easy to be a secondary education teacher, especially if you have not been trained before for this purpose	109	30.2	47	13.0	205	56.8
12. The main quality is the vocation but it is not acquired through pedagogical training courses	86	23.8	105	29.1	170	47.1
4. Aspects such as authority and the ability to lead students cannot be acquired in a training course	147	40.7	39	10.8	175	48.5
Cluster analysis in ITM
Cluster 1		Cluster 2		Cluster 3
Freq	%	Freq	%	Freq	%
151	41.8	108	29.9	102	28.3
Spearman’s Rho
	12	13	ITM
4	0.181*	0.027	0.333**
12		0.002	0.273**
13			0.159*

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[1] Rocío Serrano Rodríguez has a doctorate in education from the University of Córdoba (Spain). She is a professor at the same institution. E-mail: rocio.serrano@uco.es