Enfoques de enseñanza de estudiantes en formación pedagógica. Un estudio exploratorio

ABSTRACTIntroduction: European reports regard teacher training as a key indicator of the quality of educational systems. Furthermore, research provides strong evidence of the positive impact of training programmes on teachers´ approaches to teaching. This paper reports a study on the impact of teacher training on approaches to teaching of Spanish pre-service teachers. Since there is evidence of an association between how students learn and how their teachers teach, and between learning and learning outcomes, it is of paramount importance to explore to what extent teacher training may have an impact on teachers´ approaches to teaching. Thus, the aim of this study was to analyse pre-service teachers´ initial teaching approaches, as well as any variation in approaches on completion of the teacher training. Methodology: Participants’ scores of their student-focused and teacher-focused teaching approaches were recorded using Trigwell and Prosser´s (2004) Approaches to Teaching Inventory, and analysed in terms of sex, discipline, and teaching experience. Results: On completion of training, the sample was significantly less teacher-focused than at the outset. Conclusions: This study sheds light on how pre-service teachers would teach at the beginning and end of training, which may guide the planning and design of initial and development teacher training courses, so that teaching approaches would become more student-focused and thus positively influence students´ learning approaches and outcomes, thus increasing the quality of education. This paper reports preliminary results on the impact of initial teacher training, which should be further researched in subsequent studies.RESUMENLa formación del profesorado es un indicativo de calidad de todo sistema educativo. Diversos estudios evidencian mejoras en la forma de enseñar de los docentes tras recibir formación pedagógica. Este artículo presenta un estudio acerca del impacto de la formación inicial sobre los enfoques de enseñanza de personal en formación. Puesto que existe asociación entre cómo enseñan los profesores y cómo aprenden sus alumnos, así como entre el aprendizaje y la calidad de los resultados del mismo, es fundamental explorar el impacto de la formación sobre la forma de enseñar del profesorado. El objetivo fue analizar los enfoques de enseñanza de participantes en formación pedagógica inicial, y la evolución de dichos enfoques al término de la misma. Metodología: Se empleó el Approaches to Teaching Inventory (Trigwell & Prosser, 2004) y se analizó la evolución en enfoques de enseñanza en función de sexo, disciplina, y experiencia docente. Resultados: Tras la formación los enfoques se hicieron menos centrados en el profesor y más centrados en el estudiante. Conclusiones: El conocer cómo enseñarían los futuros docentes de secundaria al inicio de la formación permitiría trabajar eficazmente y así transformar los enfoques de enseñanza durante la formación pedagógica para que se centraran en el estudiante,lo que mejoraría la calidad del sistema educativo. Este estudio exploratorio supone una primera aproximación a este ámbito, que deberá ser analizado en mayor profundidad en posteriores investigaciones.ABSTRACTIntroduction: European reports regard teacher training as a key indicator of the quality of educational systems. Furthermore, research provides strong evidence of the positive impact of training programmes on teachers´ approaches to teaching. This paper reports a study on the impact of teacher training on approaches to teaching of Spanish pre-service teachers. Since there is evidence of an association between how students learn and how their teachers teach, and between learning and learning outcomes, it is of paramount importance to explore to what extent teacher training may have an impact on teachers´ approaches to teaching. Thus, the aim of this study was to analyse pre-service teachers´ initial teaching approaches, as well as any variation in approaches on completion of the teacher training. Methodology: Participants’ scores of their student-focused and teacher-focused teaching approaches were recorded using Trigwell and Prosser´s (2004) Approaches to Teaching Inventory, and analysed in terms of sex, discipline, and teaching experience. Results: On completion of training, the sample was significantly less teacher-focused than at the outset. Conclusions: This study sheds light on how pre-service teachers would teach at the beginning and end of training, which may guide the planning and design of initial and development teacher training courses, so that teaching approaches would become more student-focused and thus positively influence students´ learning approaches and outcomes, thus increasing the quality of education. This paper reports preliminary results on the impact of initial teacher training, which should be further researched in subsequent studies