TY - JOUR
T1 - The teacher of the 21st century
T2 - professional competencies in Catalonia today
AU - Zaragoza, Mireia Civís
AU - Díaz-Gibson, Jordi
AU - Caparrós, Annabel Fontanet
AU - Solé, Susana López
N1 - Funding Information:
This work was supported by AQU Catalonia of the Generalitat de Catalunya with the collaboration of Obra Social “la Caixa” (ECO/2381/2015) and by European Social Funds and the Secretariat of Universities and Research of the Department of Economy and Knowledge of the Generalitat de Catalunya (2016 FI_B1 00162). The authors are grateful to Dr Sebastián Rodríguez and Anna Prades from the Agency for the Quality of the University System of Catalonia (AQU), who provided arguments and resources that helped make this process more accurate. This work was also made possible by the support of the PSITIC research group and especially some of its members, particularly Miquel Àngel Prats and Maria Elizalde, who provided support on the data analysis.
Publisher Copyright:
© 2019 Informa UK Limited, trading as Taylor & Francis Group.
PY - 2021
Y1 - 2021
N2 - This study explores the competencies that teachers need and it aims at both determining whether teachers currently have them and proposing training strategies that can contribute to achieving them. The research is based on quantitative and qualitative methods, through the use of a survey answered by school leaders (n = 281) along with interviews to some of them (n = 29). The results reveal how today’s schools need teachers who can constantly acquire new competencies, particularly personal and relational ones. Thus, a teacher’s professional development follows a progression in which both social-emotional competencies and sound classroom management are crucial. Other areas of emphasis are joint efforts between schools and universities and the need to consult the educational teams at schools when devising educational policies or designing training plans. We find that teachers partly have these competencies, which has implications for universities and continuing education.
AB - This study explores the competencies that teachers need and it aims at both determining whether teachers currently have them and proposing training strategies that can contribute to achieving them. The research is based on quantitative and qualitative methods, through the use of a survey answered by school leaders (n = 281) along with interviews to some of them (n = 29). The results reveal how today’s schools need teachers who can constantly acquire new competencies, particularly personal and relational ones. Thus, a teacher’s professional development follows a progression in which both social-emotional competencies and sound classroom management are crucial. Other areas of emphasis are joint efforts between schools and universities and the need to consult the educational teams at schools when devising educational policies or designing training plans. We find that teachers partly have these competencies, which has implications for universities and continuing education.
KW - Teacher education
KW - beginning teachers
KW - job satisfaction
KW - teacher competencies
UR - http://www.scopus.com/inward/record.url?scp=85074837676&partnerID=8YFLogxK
UR - http://hdl.handle.net/20.500.14342/4718
U2 - 10.1080/03055698.2019.1686697
DO - 10.1080/03055698.2019.1686697
M3 - Article
AN - SCOPUS:85074837676
SN - 0305-5698
VL - 47
SP - 217
EP - 237
JO - Educational Studies
JF - Educational Studies
IS - 2
ER -