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Fecha
2025-11-14
Derechos de acceso
info:eu-repo/semantics/openAccess
Título de la revista
ISSN de la revista
Título del volumen
Editorial
Elsevier
Citas
Resumen
This paper examines teachers’ and school leaders’ perceptions of the competencies that are crucial for secondary education teachers to meet students’ needs, evaluates the training received to enhance these competencies and identifies the most effective methods for their development. A non-experimental, ex post facto study was conducted with 683 teachers (including 157 school leaders) from secondary education centres in Spain. The results show that both pedagogical and personal competencies are highly valued, indicating that participants perceive the teaching profession as highly demanding. The study also reveals a gap between the importance of these
competencies and the training received by teachers. Additionally, teachers view practical experience as the most effective method of developing these competencies, followed by continuous training, with initial training being
the least effective. These findings underscore the need for a comprehensive competence framework for secondary-education teachers to guide teacher selection, performance evaluation, career development and training.
Descripción
Categorías UNESCO
Palabras clave
Teacher education, Teacher evaluation, Secondary school, Evaluation utilization, Professional development
Citación
Esther López-Martín, Eva Expósito-Casas, Ana Patricia Fernández-Suárez, Belén Gutiérrez-de-Rozas, The competency profile of secondary-school teachers: Importance and development of teaching competencies, Studies in Educational Evaluation, Volume 87, 2025, 101535, ISSN 0191-491X, https://doi.org/10.1016/j.stueduc.2025.101535.
Centro
Facultad de Educación
Departamento
Métodos de Investigación y Diagnóstico en Educación II (Orientación Educativa, Diagnóstico e Intervención Psicopedagógica)