Teachers, Education Administrators, Education Experts and Students’ Opinions on Teacher Education Programs for Secondary School Teachers

Secondary school teacher education in Spain has paid no attention to thefundamental principles of teacher education to educate all adolescents. Theconditions under which this training has been implemented in the Spanish contexthave created a complex panorama of political and professional resistance, and amultitude of "gaps". The aim of this study was to define the conditions that thistype of teacher education must fulfil to contribute towards developing thepedagogical elements that this training has been lacking and which are necessary tomake it a quality education experience, accessing particular and shared meaningsto master students, secondary education teachers, master principals and teachereducation experts (researchers). For this research, both in-depth interviews andopen-ended questionnaire questions were used. These were used to acquire theopinions and assessments of the participants. Afterwards, a content analysis wascarried out in order to collect the evaluations provided for each single elements,extracting characteristics that define them as desirable. Findings advocate elementssuch as meaningful relationships between university institutions and secondaryschools, and training agents who believe in training and who know how to transferreal practical knowledge to training. From these results, it is concluded that theimplementation of the model to be introduced requires the creation of sharedmeanings and beliefs towards training. This requires effort and political will at alllevels