The teacher of the 21st century: professional competencies in Catalonia today

This study explores the competencies that teachers need and it aims at both determining whether teachers currently have them and proposing training strategies that can contribute to achieving them. The research is based on quantitative and qualitative methods, through the use of a survey answered by...

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Bibliographic Details
Published in:Educational studies 2021-03, Vol.47 (2), p.217-237
Main Authors: Zaragoza, Mireia Civís, Díaz-Gibson, Jordi, Caparrós, Annabel Fontanet, Solé, Susana López
Format: Article
Language:English
Subjects:
21st century
21st Century Skills
Administrator Attitudes
Beginning Teachers
Classroom management
Classrooms
College faculty
College Graduates
Competence
Continuing education
Core competencies
Education policy
Educational programs
Elementary School Teachers
Ethics
Foreign Countries
Interpersonal Competence
Job satisfaction
Preschool Teachers
Professional Development
Qualitative research
School Administration
Schools
Secondary School Teachers
Self Management
Teacher Competencies
Teacher Education
Teachers
Teams
Technological Literacy
Training
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Summary:This study explores the competencies that teachers need and it aims at both determining whether teachers currently have them and proposing training strategies that can contribute to achieving them. The research is based on quantitative and qualitative methods, through the use of a survey answered by school leaders (n = 281) along with interviews to some of them (n = 29). The results reveal how today's schools need teachers who can constantly acquire new competencies, particularly personal and relational ones. Thus, a teacher's professional development follows a progression in which both social-emotional competencies and sound classroom management are crucial. Other areas of emphasis are joint efforts between schools and universities and the need to consult the educational teams at schools when devising educational policies or designing training plans. We find that teachers partly have these competencies, which has implications for universities and continuing education.
ISSN:0305-5698
1465-3400
DOI:10.1080/03055698.2019.1686697