Competency-Based Approach in the Initial Training of Secondary Education Teachers: A Case Study

Abstract

Initial teacher training for secondary education in Spain has evolved through various legislative reforms, ultimately leading to the establishment of the Master's degree in Secondary Education Teaching (MPES). However, this model has been criticized for its lack of alignment between theory and practice, insufficient pedagogical training, and uneven implementation across different autonomous communities. This study aims to analyze the competency-based model of teacher training within the MPES at the University of Valencia and Florida Universitària (a center affiliated with the aforementioned institution). The study employs a qualitative methodology, involving a documentary analysis of a specific case study. Based on the selected data analysis tools, the study reviews a range of competencies promoted in the teaching guides and verification reports, contrasting them with current regulations regarding competency-based training needs in the MPES. The results reveal a disconnect between the competencies specified in the regulations and their presence in academic programs, with an emphasis on the disciplinary knowledge of teacher training and inclusive education. Thus, the study concludes that it is necessary to revise and update initial teacher training to ensure its consistency and adaptation to the current challenges of the education system.