Análisis de la evolución de las necesidades formativas docentes en centros públicos de Educación Infantil y Primaria. Estudio en la ciudad de Madrid

Abstract

Estamos viviendo un periodo histórico marcado por cambios profundos y rápidos. La forma en que enseñamos y aprendemos ha experimentado una transformación significativa en comparación con tan solo hace una década. El interés de este estudio pasa por valorar las tendencias en la formación permanente, desde el curso escolar 2017-18 hasta el 2021-22 y analizar su evolución a lo largo del tiempo, observando la posible influencia de la crisis sociosanitaria vivida por el SARS-CoV-2-19. Así mismo, se compara la formación ofertada por el CTIF (cursos), con las propuestas de seminarios y los proyectos de formación demandados. Se estudian las posibles diferencias en cuanto a intereses formativos en función de los contextos donde se ubican sus centros. Para la recogida de la información, se han utilizado distintas técnicas e instrumentos como son: el análisis documental, cuestionarios y entrevistas. Con este estudio se pretende alcanzar una visión amplia de las necesidades formativas de los maestros de la enseñanza pública, desde una metodología mixta, tanto cuantitativa, con el análisis documental y los resultados correlacionales ofrecidos por el cuestionario, como cualitativa, a partir de las entrevistas realizadas a los directores de los centros...

We are living in a historical period marked by profound and rapid changes. The way we teach and learn has undergone significant transformation compared to just a decade ago. The focus of this study is to assess trends in ongoing education from the academic year 2017-18 to 2021-22 and to analyze its evolution over time, considering the potential influence of the socio-sanitary crisis caused by SARS-CoV-2-19. Additionally, the study compares the training offered by CTIF (courses) with proposed seminars and demanded training projects. Possible differences in training interests based on the contexts in which their centers are located are also examined. Various techniques and instruments, such as documentary analysis, questionnaires, and interviews, were utilized for data collection. The study aims to achieve a comprehensive understanding of the training needs of public school teachers through a mixed methodology, incorporating quantitative aspects like documentary analysis and correlational results from the questionnaire, as well as qualitative aspects derived from interviews with school directors. A total of 804 training seminars and projects requested from the Teacher Innovation and Training Center over a 5-year period, along with 278 courses proposed by the center during the same timeframe, were analyzed. An “ad hoc” questionnaire consisting of open and closed questions (Likert-type assessments) was employed, involving a sample of 522 teachers. Participant responses were analyzed using a mixed approach, combining descriptive statistical methods for closed-ended questions and categorization techniques for open-ended questions. Finally, interviews were conducted with 12 directors of public preschool and primary schools representing the four vulnerability groups established in our study...