Secondary school teacher training: a critical look at enabling training pathways

Abstract

The training of secondary school teachers represents an area of particular importance and criticality in the current pedagogical context. Currently, the first training step is provided by qualification courses, followed by selection tests that determine access to the role and in-service training. These are, according to current legislation, pathways aimed at enabling participants to acquire significant skills that pertain to various areas (pedagogical, educational, technological, linguistic, etc.). Nevertheless, for a training pathway to be truly effective, it is necessary that it allows the training professional to adequately reflect – both theoretically and experientially – on their training needs, as well as on their experiences and lived situations. This is a complex process that involves a multitude of factors and situations. Based on these assumptions, the paper aims to investigate the training needs expressed by a group of students attending the qualification paths for secondary education, to question the potential effectiveness of the paths currently outlined by ministerial formats. At a widespread level, the interviewees express the need to adequately deepen the methodological aspects, reflecting at the same time on their own experiences and the difficulties associated with the teaching profession.