A road taken and only partially travelled: conceptions and expectations of prospective teachers about the Master Degree in Secondary Education Teaching after a decade

Abstract

A decade after the implementation of the Master’s Degree in Secondary Education Teaching as the framework for teacher training, there are many challenges that still remain. This research provides an analysis of the conceptions and of the consciousness as teachers of trainee Secondary Education educators by examining the responses provided by 594 students enrolled in the different areas in the Master’s Degree at the University of Valladolid. Information was obtained over four academic years, between 2015 and 2019. Using a mixed-method design, the motivations, dedication and occupational outlook of trainee teachers were examined, as well as their expectations and conceptions about the teaching training model. Results evidence that a significant percentage of the participants did not show interest in pursuing a career in teaching, and that nearly half of them combine their Master’s Degree studies with jobs or other studies. Likewise, a series of competences that pre-service teachers hope to develop in the course of the Master’s Degree were identified, while contrasts were found taking into account the typology of trainee teachers, which offered a perspective of their consciousness as educators. An examination of students’ perceptions about the Master’s Degree as the framework for teacher training, as well as about potential alternatives is also presented. A discussion is offered at the end, covering some of the future challenges in initial teacher training for Secondary Education.