The (No)Evolution of the initial training of elementary school teachers in Spain in the last 40 years seen through TALIS

The Spanish educational model presents an evident blockage in its results shown by the main international indicators. The recent publication of TALIS offers the possibility of assessing whether this blockage is also visible through the Initial Training of Elementary Education teachers. The main cont...

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Detalles Bibliográficos
Autor: Sánchez Cabrero, Roberto
Tipo de recurso: artículo
Fecha de publicación:2023
País:España
Institución:Universidad Autónoma de Madrid
Repositorio:Biblos-e Archivo. Repositorio Institucional de la UAM
Idioma:español
OAI Identifier:oai:repositorio.uam.es:10486/713690
Acceso en línea:http://hdl.handle.net/10486/713690
https://dx.doi.org/10.5944/reec.43.2023.33718
Access Level:acceso abierto
Palabra clave:Elementary Education
Teacher Training
Teachers
PISA
TALIS
Educación
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network_name_str España
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dc.title.none.fl_str_mv The (No)Evolution of the initial training of elementary school teachers in Spain in the last 40 years seen through TALIS
La (No)Evolución de la formación inicial de los profesores de primaria en España en los últimos 40 años vista a través de TALIS
title The (No)Evolution of the initial training of elementary school teachers in Spain in the last 40 years seen through TALIS
spellingShingle The (No)Evolution of the initial training of elementary school teachers in Spain in the last 40 years seen through TALIS
Sánchez Cabrero, Roberto
Elementary Education
Teacher Training
Teachers
PISA
TALIS
Educación
title_short The (No)Evolution of the initial training of elementary school teachers in Spain in the last 40 years seen through TALIS
title_full The (No)Evolution of the initial training of elementary school teachers in Spain in the last 40 years seen through TALIS
title_fullStr The (No)Evolution of the initial training of elementary school teachers in Spain in the last 40 years seen through TALIS
title_full_unstemmed The (No)Evolution of the initial training of elementary school teachers in Spain in the last 40 years seen through TALIS
title_sort The (No)Evolution of the initial training of elementary school teachers in Spain in the last 40 years seen through TALIS
dc.creator.none.fl_str_mv Sánchez Cabrero, Roberto
author Sánchez Cabrero, Roberto
author_facet Sánchez Cabrero, Roberto
author_role author
dc.contributor.none.fl_str_mv Departamento de Psicología Evolutiva y de la Educación
Facultad de Formación de Profesorado y Educación
dc.subject.none.fl_str_mv Elementary Education
Teacher Training
Teachers
PISA
TALIS
Educación
topic Elementary Education
Teacher Training
Teachers
PISA
TALIS
Educación
description The Spanish educational model presents an evident blockage in its results shown by the main international indicators. The recent publication of TALIS offers the possibility of assessing whether this blockage is also visible through the Initial Training of Elementary Education teachers. The main contribution of this study is to analyze the evaluations of Elementary Education teachers in Spain according to the year of completion of their Initial Training, being able to establish an evolution of Initial Training in Spain over the last 40 years (1978- 2018), an issue that has not been previously addressed in another study. Using the extensive TALIS 2018 database with 7246 Primary Education teachers in Spain, an evolutionary and correlational study is carried out using polynomial trend lines, correlations and the Chaid Tree classification technique, showing the evolution of the main knowledge and subjects included in the Initial Training of teachers in the last 40 years and their link with the feeling of feeling prepared for their professional work as teachers. The polynomial functions obtained in the trend lines for each knowledge, subject and feeling of feeling prepared indicate that in the last 40 years there has been a non-evolution of Initial Training in Spain, being the facilitation to the students of the transition to higher levels the most influential knowledge in the feeling of feeling prepared in the teacher. There is a great congruence between the blockage of the Spanish Educational Model observed in the main international indicators and the blockage of Initial Teacher Training, so they could be linked. It is recommended to reform Initial Teacher Training to assess whether it is possible to break this stagnation
publishDate 2023
dc.date.none.fl_str_mv 2023
2023-06-30
dc.type.none.fl_str_mv research article
http://purl.org/coar/resource_type/c_2df8fbb1
VoR
http://purl.org/coar/version/c_970fb48d4fbd8a85
dc.type.openaire.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv http://hdl.handle.net/10486/713690
https://dx.doi.org/10.5944/reec.43.2023.33718
url http://hdl.handle.net/10486/713690
https://dx.doi.org/10.5944/reec.43.2023.33718
dc.language.none.fl_str_mv Español
spa
language_invalid_str_mv Español
language spa
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
Attribution-NonCommercial 4.0 International
http://creativecommons.org/licenses/by-nc/4.0/
dc.rights.openaire.fl_str_mv info:eu-repo/semantics/openAccess
rights_invalid_str_mv open access
http://purl.org/coar/access_right/c_abf2
Attribution-NonCommercial 4.0 International
http://creativecommons.org/licenses/by-nc/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv UNED
publisher.none.fl_str_mv UNED
dc.source.none.fl_str_mv reponame:Biblos-e Archivo. Repositorio Institucional de la UAM
instname:Universidad Autónoma de Madrid
instname_str Universidad Autónoma de Madrid
reponame_str Biblos-e Archivo. Repositorio Institucional de la UAM
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spelling The (No)Evolution of the initial training of elementary school teachers in Spain in the last 40 years seen through TALISLa (No)Evolución de la formación inicial de los profesores de primaria en España en los últimos 40 años vista a través de TALISSánchez Cabrero, RobertoElementary EducationTeacher TrainingTeachersPISATALISEducaciónThe Spanish educational model presents an evident blockage in its results shown by the main international indicators. The recent publication of TALIS offers the possibility of assessing whether this blockage is also visible through the Initial Training of Elementary Education teachers. The main contribution of this study is to analyze the evaluations of Elementary Education teachers in Spain according to the year of completion of their Initial Training, being able to establish an evolution of Initial Training in Spain over the last 40 years (1978- 2018), an issue that has not been previously addressed in another study. Using the extensive TALIS 2018 database with 7246 Primary Education teachers in Spain, an evolutionary and correlational study is carried out using polynomial trend lines, correlations and the Chaid Tree classification technique, showing the evolution of the main knowledge and subjects included in the Initial Training of teachers in the last 40 years and their link with the feeling of feeling prepared for their professional work as teachers. The polynomial functions obtained in the trend lines for each knowledge, subject and feeling of feeling prepared indicate that in the last 40 years there has been a non-evolution of Initial Training in Spain, being the facilitation to the students of the transition to higher levels the most influential knowledge in the feeling of feeling prepared in the teacher. There is a great congruence between the blockage of the Spanish Educational Model observed in the main international indicators and the blockage of Initial Teacher Training, so they could be linked. It is recommended to reform Initial Teacher Training to assess whether it is possible to break this stagnationEl modelo educativo español presenta un estancamiento evidente en sus resultados mostrado por los principales indicadores internacionales. La reciente publicación de TALIS brinda la posibilidad de valorar si ese estancamiento es también visible a través de la Formación Inicial de los docentes de Educación Primaria. La principal aportación de este estudio es analizar las valoraciones de los docentes de Educación Primaria en España en función del año de finalización de su Formación Inicial, pudiendo establecer una evolución de la Formación Inicial en España a lo largo de los últimos 40 años (1978-2018), cuestión que no ha sido abordada con anterioridad en otro estudio. Haciendo uso de la amplia base de datos de TALIS 2018 con 7246 docentes de Educación Primaria en España, se realiza un estudio evolutivo y correlacional utilizando líneas de tendencias polinómi-cas, correlaciones y la técnica clasificatoria Árbol Chaid, mostrando la evolución de los principales conocimientos y materias incluidos en la Formación Inicial del docente en los últimos 40 años y su vinculación con la sensación de sentirse preparado para su labor profesional en el docente. Las funciones polinómicas obtenidas en las líneas de tendencia para cada conocimiento, materia y sen-sación de sentirse preparado indican que en los últimos 40 años se ha producido una no-evolución de la Formación Inicial en España, siendo la facilitación a los estudiantes de la transición a niveles superiores el conocimiento más influyente en la sensación de sentirse preparado en el docente. Existe una gran congruencia entre el estancamiento del Modelo Educativo Español que se observa en los principales indicadores internacionales y el estancamiento de la Formación Inicial Docente, por lo que podrían estar vinculados. Se recomienda reformar la Formación Inicial Docente para valorar si es posible romper dicho estancamientoEste trabajo fue elaborado y financiado en el marco del proyecto «Profesionalización Docente: Discursos, políticas y prácticas. Nuevos enfoques y propuestas» (REF PID2020- 112946GB-I00 / AEI / 0.13039/501100011033). Programa Estatal de Generación de Conocimiento y Fortalecimiento Científico y Tecnológico del Sistema de I+D+i, del Plan Estatal de Investigación Científica y Técnica y de Innovación 2017-2020. Ministerio de Ciencia e Innovación de EspañaUNEDDepartamento de Psicología Evolutiva y de la EducaciónFacultad de Formación de Profesorado y Educación20232023-06-30research articlehttp://purl.org/coar/resource_type/c_2df8fbb1VoRhttp://purl.org/coar/version/c_970fb48d4fbd8a85info:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10486/713690https://dx.doi.org/10.5944/reec.43.2023.33718reponame:Biblos-e Archivo. Repositorio Institucional de la UAMinstname:Universidad Autónoma de MadridEspañolspaopen accesshttp://purl.org/coar/access_right/c_abf2Attribution-NonCommercial 4.0 Internationalhttp://creativecommons.org/licenses/by-nc/4.0/info:eu-repo/semantics/openAccessoai:repositorio.uam.es:10486/7136902026-06-23T12:46:27Z
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