Raquel Mariño Fernández, Eva María Barreira Cerqueiras, Laura Rego-Agraso, Maike Irmscher
{"title":"vet教师的初始和持续培训:危机时期的满意度和感知能力","authors":"Raquel Mariño Fernández, Eva María Barreira Cerqueiras, Laura Rego-Agraso, Maike Irmscher","doi":"10.6018/REIFOP.470391","DOIUrl":null,"url":null,"abstract":"This work studies the elements present in the current model of initial and continuous training of Vocational Training teachers. It aims to analyze the level of satisfaction of vocational teachers with the initial pedagogical training received, the level of acquisition of teaching skills, as well as the continuous training received once they achieve a position as vocational teacher. It also aims to know the areas on which continuous training actions are required vs those offered by the Educational Administration, and the elements that are considered facilitators or limiters to get involved in these continuous training actions. The empirical approach is based on a telematic survey developed with an ad hoc questionnaire (α = .899) and completed by a sample of 245 VET teachers from the autonomous community of Galicia (Spain). As main results, we observe that continuous training is slightly better valued than initial pedagogical training, as well as the areas in which continuous training is demanded partially coincide with those offered, in the opinion of teachers, by the Educational Administration. Likewise, they highlight the excessive bureaucracy associated with daily tasks and overloaded teaching schedules, as two of the main limiters of the participation of teachers in continuous training actions.","PeriodicalId":36972,"journal":{"name":"Revista Electronica Interuniversitaria de Formacion del Profesorado","volume":null,"pages":null},"PeriodicalIF":1.4000,"publicationDate":"2021-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"La formación inicial y continua del cuerpo docente de FP: satisfacción y competencia percibida en tiempos de crisis\",\"authors\":\"Raquel Mariño Fernández, Eva María Barreira Cerqueiras, Laura Rego-Agraso, Maike Irmscher\",\"doi\":\"10.6018/REIFOP.470391\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This work studies the elements present in the current model of initial and continuous training of Vocational Training teachers. It aims to analyze the level of satisfaction of vocational teachers with the initial pedagogical training received, the level of acquisition of teaching skills, as well as the continuous training received once they achieve a position as vocational teacher. It also aims to know the areas on which continuous training actions are required vs those offered by the Educational Administration, and the elements that are considered facilitators or limiters to get involved in these continuous training actions. The empirical approach is based on a telematic survey developed with an ad hoc questionnaire (α = .899) and completed by a sample of 245 VET teachers from the autonomous community of Galicia (Spain). As main results, we observe that continuous training is slightly better valued than initial pedagogical training, as well as the areas in which continuous training is demanded partially coincide with those offered, in the opinion of teachers, by the Educational Administration. Likewise, they highlight the excessive bureaucracy associated with daily tasks and overloaded teaching schedules, as two of the main limiters of the participation of teachers in continuous training actions.\",\"PeriodicalId\":36972,\"journal\":{\"name\":\"Revista Electronica Interuniversitaria de Formacion del Profesorado\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.4000,\"publicationDate\":\"2021-04-22\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Revista Electronica Interuniversitaria de Formacion del Profesorado\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.6018/REIFOP.470391\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Revista Electronica Interuniversitaria de Formacion del Profesorado","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.6018/REIFOP.470391","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
La formación inicial y continua del cuerpo docente de FP: satisfacción y competencia percibida en tiempos de crisis
This work studies the elements present in the current model of initial and continuous training of Vocational Training teachers. It aims to analyze the level of satisfaction of vocational teachers with the initial pedagogical training received, the level of acquisition of teaching skills, as well as the continuous training received once they achieve a position as vocational teacher. It also aims to know the areas on which continuous training actions are required vs those offered by the Educational Administration, and the elements that are considered facilitators or limiters to get involved in these continuous training actions. The empirical approach is based on a telematic survey developed with an ad hoc questionnaire (α = .899) and completed by a sample of 245 VET teachers from the autonomous community of Galicia (Spain). As main results, we observe that continuous training is slightly better valued than initial pedagogical training, as well as the areas in which continuous training is demanded partially coincide with those offered, in the opinion of teachers, by the Educational Administration. Likewise, they highlight the excessive bureaucracy associated with daily tasks and overloaded teaching schedules, as two of the main limiters of the participation of teachers in continuous training actions.