vet教师的初始和持续培训:危机时期的满意度和感知能力

IF 1.4 Q2 EDUCATION & EDUCATIONAL RESEARCH Revista Electronica Interuniversitaria de Formacion del Profesorado Pub Date : 2021-04-22 DOI:10.6018/REIFOP.470391
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}
引用次数: 0

摘要

本文研究了当前职业培训教师初始培训和持续培训模式中存在的要素。本研究旨在分析职业教师对最初接受的教学培训的满意程度,对教学技能获得的满意程度,以及成为职业教师后接受的持续培训的满意程度。它还旨在了解需要持续培训行动的领域与教育行政部门提供的领域,以及哪些因素被认为是参与这些持续培训行动的促进因素或限制因素。实证方法基于一项远程信息处理调查,该调查采用一份特设问卷(α = 0.899),并由来自西班牙加利西亚自治区的245名职业教育教师完成。作为主要结果,我们观察到,持续培训比初始教学培训更受重视,并且在教师看来,需要持续培训的领域部分与教育行政部门提供的领域一致。同样,他们强调了与日常任务和超负荷的教学时间表相关的过度官僚主义,这是教师参与持续培训行动的两个主要限制因素。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
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.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
CiteScore
3.30
自引率
12.50%
发文量
37
审稿时长
20 weeks
期刊最新文献
La formación inicial y continua del cuerpo docente de FP: satisfacción y competencia percibida en tiempos de crisis El “desierto digital”: repercusiones de la COVID-19 en la Educación en España y Brasil Actitudes de los maestros en formación hacia las lenguas extranjeras y la educación multilingüe Luces, sombras y retos del profesorado entorno a la gamificación apoyada en TIC: un estudio con maestros en formación Indagación narrativa y construcción de identidades docentes: la reflexión pedagógica como herramienta de formación docente
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1