In-service teacher training needs in the non-university sector: a comparative study

Abstract

In-service training is of great relevance in the professional development of teachers. Therefore, this study analyses and compares the self-perceived in-service training needs of practising teachers in Early Childhood Education, Primary Education and Secondary Education in the autonomous community of Andalusia. In order to approach this focus of study, a non-experimental, ex post facto, quantitative research was carried out, using a self-report questionnaire as an instrument for collecting information. In total, a sample of 801 non-university practising teachers took part in the study. The results show that the training needs are still focused on methodological issues as opposed to others of a social, personal or cultural nature, that teachers demand collegiate professional training, and that there are significant differences mainly between Primary Education and Secondary Education teachers. It can be concluded that there is a need for a structural change in in-service training, and that the education administration should focus on training strategies that encourage dialogue, promote informed decision-making and require greater involvement and collaboration on the part of teachers, for example, training strategies based on collaborative action research, such as Lesson Studies.