The permanent training of higher secondary education teachers
Abstract
The permanent training of teachers constitutes a complement to their training process to positively impact the quality of education. For this reason, it is important to diagnose those areas susceptible to improvement in order to design suitable training plans. The objective of the research was to determine the permanent training needs of high school teachers in the State of Mexico to improve their teaching performance. The study is descriptive and cross-sectional and with a qualitative approach; the sample consisted of 48 teachers from three institutions of this educational level, intentionally selected through a non-probabilistic sample. The results obtained show that the teachers confirm the relevance of participating in continuous training courses due to the pedagogical and didactic deficiencies of their initial training outside of teaching; they prefer that they be taught in the mixed modality and that the facilitator be an external teacher their institutions. The areas where teachers expressed greatest training needs were: basic office automation, socio-emotional education and teaching strategies. It is recommended to adopt flexible and innovative ways to carry out training given the growing presence of digital technologies in the educational process.
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