Awareness of the Professional Needs of Secondary School Teachers Through Self-directed Professional Development

• Darío Salguero García ^[1] ; Milagros Padilla Orta ^[1] ; Monserrat Hernández ^[1] ; Joaquín Tarifa Pérez ^[1]
  1. [1] Universidad de Almería

     Universidad de Almería

     Almería, España

     
• Localización: Análisis y modificación de conducta, ISSN 0211-7339, ISSN-e 2173-6855, Vol. 49, Nº. 181, 2023, págs. 115-127
• Idioma: inglés
• DOI: 10.33776/amc.v49i181.7812
• Títulos paralelos:
  • Conocimiento sobre las necesidades profesionales de los profesores de secundaria mediante el desarrollo profesional autodirigido
• Enlaces
  • Texto completo (pdf)
  • Texto completo
• Resumen
  • español

    La importancia del desarrollo profesional del profesorado ha sido ampliamente estudiada, y los investigadores coinciden en que las oportunidades de desarrollo profesional pueden mejorar tanto la formación del profesorado como los resultados del aprendizaje de los alumnos. Este estudio se llevó a cabo para evaluar la eficacia de un nuevo enfoque de desarrollo profesional, conocido como desarrollo profesional autodirigido. Se centró en el conocimiento, la participación y la eficacia de los métodos de desarrollo profesional voluntario en los centros de secundaria, con un énfasis específico en los profesores de secundaria de Almería. El estudio utilizó el método de muestreo sistemático para seleccionar a 194 encuestados del grupo de muestra. A estos encuestados se les pasó un cuestionario con escala de Likert, y los datos recogidos se analizaron utilizando métodos estadísticos como el porcentaje, la media, la desviación típica y la prueba de chi-cuadrado.

    Los resultados mostraron que, aunque los profesores de secundaria tenían conocimientos limitados sobre el desarrollo profesional autodirigido y los recursos en línea, seguían participando informalmente en el desarrollo profesional autodirigido.

  • English

    The importance of teacher professional development has been extensively studied, with researchers agreeing that opportunities for professional development can improve both teacher education and student learning outcomes. This study was conducted to evaluate the effectiveness of a new approach to professional development, known as self-directed professional development. It focused on the knowledge, participation, and effectiveness of voluntary professional development methods in secondary schools, with a specific emphasis on Almería’s secondary school teachers. The study utilized the systematic sampling method to select 194 respondents from the sample group. These respondents were given a Likert scale questionnaire, and the data collected were analyzed using statistical methods such as percentage, mean, standard deviation, and chis-quare test. The results showed that even though the secondary school teachers had limited knowledge about selfdirected professional development and online resources, they still informally participated in self-directed professional development.

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