Abstract
Continuous teacher training has become a key factor in addressing current educational challenges, particularly in Early Childhood and Primary Education. This study analyzes teachers’ interest in ongoing professional development and their preferences regarding the format and approach of such training. The research is justified by the growing need to design training programs that genuinely respond to educators’ demands. From a practical perspective, the results can guide the development of more accessible, engaging, and effective professional development opportunities. The study is framed within the field of educational sciences, specifically contributing to the area of continuous teacher education. A quantitative methodology was used, involving a Likert-scale (1–5 points) questionnaire administered to a national sample of 969 Primary and 336 Early Childhood Education teachers in Spain. The questionnaire addressed the perceived need for training, preferences for online formats, and the importance of including practical components. Results show a strong consensus on the need for further training (M=4.9), as well as a positive attitude toward online modalities (M=4.46 in Early Childhood and M=4.39 in Primary) and practical components (M=4.59 and M=4.47, respectively). Although standard deviations indicate slight variability, the findings are consistent. It is concluded that there is a clear demand among teachers for training programs that are accessible, flexible, and applicable, with direct implications for the design of future teacher development policies and initiatives.
Presenters
Javie Pinilla ArexLecteurer, Departamento de Educación, Métodos de Investigación y Evaluación, Universidad Pontificia Comillas, Spain
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Learner Diversity and Identities
KEYWORDS
Training, Inclusion, Education, Teachers
