Continuing Professional Development of Compulsory Secondary Teachers: an Opportunity to Fill the Gaps in Initial Training when Confronted with the Social Problems of Secondary School Students in Andalusia (Spain)

Authors

  • Elisa Velasco Department of Sociology, Faculty of Education Sciences, University of Granada, Campus de Cartuja s/n, 18071, Granada, Spain
  • Mar Venegas Department of Sociology, Faculty of Education Sciences, University of Granada, Campus de Cartuja s/n, 18071, Granada, Spain
  • Kiko Sánchez-Miranda Departament of Religion, Faculty of Education Sciences, International University of La Rioja Avda. de La Paz, 137, 26006, Logroño, Spain

DOI:

https://doi.org/10.15503/jecs2025.2.195.212

Keywords:

Continuing Teacher Professional Development, Social Problems, Compulsory Secondary School Education, Youth, Teacher Centres

Abstract

Aim. This paper analyses the curriculum relating to continuing professional development of teachers in Andalusia, Southern Spain, focusing on what we define as ‘the social problems of secondary school students’. This training is offered to secondary school teachers by the Andalusian educational system. We understand the term ‘continuing teacher professional development’ as the training given to secondary school teachers during the course of their professional teaching career. This includes all the training activities involved in the preparation of teachers for scientific, technical, didactic and professional areas throughout their working life.

Methods. An exhaustive analysis of the 32 Teacher Centres within the Andalusian public education system was carried out. The Teacher Centres are the bodies responsible for providing continuing professional development on broad and diverse subjects to practising teachers during their professional careers. This research was undertaken during the 2018/202 academic year. The data collection followed the technique of documentary analysis of secondary sources, in this case the websites of the 32 Andalusian Teacher Centres.

Results. Only 96 of the 1,142 activities training for teachers are used to work on specific structural and generational social problems of secondary school students in Andalusia.

Conclusion. The results of this research show that the content of the training is insufficient to address and work on the social problems of Andalusian students.

Downloads

Download data is not yet available.

Author Biographies

  • Elisa Velasco, Department of Sociology, Faculty of Education Sciences, University of Granada, Campus de Cartuja s/n, 18071, Granada, Spain

    Coordinator and teacher of Higher Vocational Training in the Social Integration Training Cycle. Degree in Social Work, postgraduate degree in Study and Social Intervention with Immigrants, development and vulnerable groups and in Secondary Education Teachers, and doctorate in Sociology of Education, everything by University of Granada. Teacher in International University of La Rioja and in the International University of Andalusia. Lines of research focus on teacher training, social problems in secondary school, cultural and religious diversity, inclusion and new methodologies.

  • Mar Venegas, Department of Sociology, Faculty of Education Sciences, University of Granada, Campus de Cartuja s/n, 18071, Granada, Spain

    PhD (European Mention) in Sociology, and Expert in Gender and Equal Opportunities, both at the University of Granada. Currently Vice-Rector of Equality, Inclusion and Social Commitment. Senior Reader at the Department of Sociology, University of Granada (mariter@ugr.es). Teacher and researcher in Sociology of Education and Gender and Sexuality Studies at the Department of Sociology at this University. Her teaching and research are closely connected, highlighting her continuous collaboration with the educational community through action research in the field of relationships and sex education, which has also appeared in the press, radio and television.

  • Kiko Sánchez-Miranda, Departament of Religion, Faculty of Education Sciences, International University of La Rioja Avda. de La Paz, 137, 26006, Logroño, Spain

    Teacher of subjects concerning religious diversity at the International University of La Rioja and in the teaching postgraduate degree at the International University of Andalusia. Graduate in Ecclesiastical Studies and Pastoral Theology from the Faculty of Theology in Granada. International doctor in Sociology of Education from the University of Granada. Teacher in a secondary school with students with social problems. Lines of research focus on the sociology of religion, cultural and religious diversity in the classroom, inclusion and new methodologies.

References

Aravena, F. & Quiroga, M. (2018). Autoetnografía y directivos docentes: una aproximación experiencial a las reformas educativas en Chile. Revista Electrónica de Investigación Educativa, 20(2), 113-125. https://doi.org/10.24320/redie.2018.20.2.1600

Arnaiz-Sánchez, P. De Haro-Rodríguez, R. Caballero, C. M. & Martínez-Abellán, R. (2023). Barriers to Educational Inclusion in Initial Teacher Training. Societies, 13(2). https://doi.org/10.3390/soc13020031

Ballesteros, J. C. Sanmartín, A. Tudela, P. & Rubio, A. (2020). Barómetro juvenil sobre Salud y Bienestar 2019. Centro Reina Sofía sobre Adolescencia y Juventud, Fad. https://doi.org/10.5281/zenodo.3768432

Birova, J. & Klinka, T. (2024). Some Reflections on the Benefits of the Professional Development Training Course "With Education to Plurilingualism" Managed through the Erasmus Plus Program. Journal of Education Culture and Society, 15(2), 363-371. https://doi.org/10.15503/jecs2024.2.363.371

Bonal, X. & González, S. (2020). The impact of lockdown on the learning gap: family and school divisions in times of crisis. International Review Education, 66, 635–655. https://doi.org/10.1007/s11159-020-09860-z

Carabaña, J. (2020). El ascensor social se aceleró: Mejoras en la movilidad particular de clase durante el último ciclo económico en España. In O. Salido, & S. Fachelli (Eds.). Perspectivas y fronteras en el estudio de la desigualdad social: movilidad social y clases sociales en tiempos de cambio (pp. 271-300). Centro de Investigaciones Sociológicas (CIS).

Consejería de Educación y Ciencia. (1992, May). ORDEN de 20 de mayo, por la que se regula el funcionamiento de los Centros de Profesores de la Comunidad Autónoma de Andalucía. https://www.juntadeandalucia.es/boja/1992/68/1

Consejería de Educación, Cultura y Deporte. (2014a, July). Orden de 31 de julio, por la que se aprueba el III Plan Andaluz de Formación Permanente del Profesorado. https://www.juntadeandalucia.es/boja/2014/170/2

Consejería de Educación, Cultura y Deporte. (2014b). III Plan Andaluz de Formación Permanente del Profesorado. Dirección General de Innovación Educativa y Formación del Profesorado. http://www.juntadeandalucia.es/educacion/portals/delegate/content/575d5155-4fb3-4fe3-8d82-9fdc93f92341

Consejería de Educación. (2013, August). Decreto 93/2013, de 27 de agosto, por el que se regula la formación inicial y permanente del profesorado en la Comunidad Autónoma de Andalucía, así como el Sistema Andaluz de Formación Permanente del Profesorado. https://www.juntadeandalucia.es/boja/2013/170/1

Darling-Hammond, L. Hyler, M. E. & Gardner, M. (2017). Effective Teacher Professional Development. Learning Policy Institute. https://learningpolicyinstitute.org/product/teacher-prof-dev

Delhaxhe, A., Birch, P., Piedrafita Tremosa, S., Davydovskaia, O., Bourgeois, A., & Balcon, M. (2018). Teaching Careers in Europe: Access, Progression and Support. Eurydice Report. European Commission.

Dubet, F. (2017). L'expérience sociologique. La Découverte.

Escudero Muñoz, J. M. (2022). El desarrollo profesional del profesorado: ampliando miradas, decisiones y prácticas coherentes. Innovación Educativa, (32). https://doi.org/10.15304/ie.32.8719

European Education and Culture Executive Agency: Eurydice, Noorani, S., Parveva, T., Motiejunaite, A., & Riiheläinen, J. (2018). Structural indicators for monitoring education and training systems in Europe: 2018. European Commission. https://data.europa.eu/doi/10.2797/889102

European Education and Culture Executive Agency: Eurydice. (2013). Key Data on Teachers and School Leaders in Europe. Eurydice Report. European Commission.

Fernández Enguita, M. (2015). Presente y futuro de una profesión. Boletín de la Institución Libre de Enseñanza, 100, 15-30.

Hattie, J. (2015). The applicability of Visible Learning to higher education. Scholarship of teaching and learning in psychology, 1(1), 79-91. https://doi.org/10.1037/stl0000021

Imbernón, F. (2019). La formación del profesorado de secundaria: la eterna pesadilla. Profesorado. Revista de currículum y formación del profesorado, 23(3), 151–163. https://doi.org/10.30827/profesorado.v23i3.9302

Imbernón, F. (2022). Formação docente e profissional: formar-se para a mudança e a incerteza. Cortez editora.

Jefatura del Estado. (1990, October). Ley Orgánica 1/1990, de 3 de octubre, de Ordenación General del Sistema Educativo. https://www.boe.es/eli/es/lo/1990/10/03/1

Jefatura del Estado. (2006, May). Ley Orgánica 2/2006, de 3 de mayo, de Educación. https://www.boe.es/buscar/pdf/2006/BOE-A-2006-7899-consolidado.pdf

Jefatura del Estado. (2013, December). Ley Orgánica 8/2013, de 9 de diciembre, para la Mejora de la Calidad Educativa. https://www.boe.es/buscar/pdf/2013/BOE-A-2013-12886-consolidado.pdf

Jefatura del Estado. (2020, December). Ley Orgánica 3/2020, de 29 de diciembre, por la que se modifica la Ley Orgánica 2/2006, de 3 de mayo, de Educación. https://www.boe.es/eli/es/lo/2020/12/29/3/con

Khonamri, F. Podpera, R. Kurilenko, V. & Obloberdiyevna, D. S. (2024). The Predictive Role of Teaching Experience in Teachers’ Implementation of Metacognitive Knowledge. Journal of Education Culture and Society, 15(2), 237-247. https://doi.org/10.15503/jecs2024.2.237.247

Laserna, L. (2017). Educando ando: coaching estratégico y parentalidad positiva. RES: Revista de Educación Social, 24, 857-871.

Lesková, A. Uličná, Z. Tkáčová, H. Leka, K. & Alvarez Mateo, D. (2023). Challenges and Current Issues of Education in the Era of Digital and Technological Changes. Journal of Education Culture and Society, 14(2), 319-327. https://doi.org/10.15503/jecs2023.2.319.327

Longás, J. & Cussó, I. (2018). Educación y pobreza infantil: razones para la exigibilidad de un derecho fundamental. Educació Social. Revista d´intervenció Socioeducativa, 68, 45-63. https://www.observatoriodelainfancia.es/ficherosoia/documentos/5737_d_538412.pdf

Martuccelli, D. (2021). Une «autre» introduction aux sciences sociales. Res Socialis. https://doi.org/10.24894/978-3-7965-4327-2

Megías, I. & Rodríguez, E. (2018). Jóvenes en el mundo virtual: usos, prácticas y riesgos. Centro Reina Sofía sobre Adolescencia y Juventud, Fad. https://doi.org/10.5281/zenodo.3638192

Ministerio de Educación y Formación Profesional. (2024). Explotación de las variables educativas de la Encuesta de Población Activa. Año 2019. https://www.educacionfpydeportes.gob.es/servicios-al-ciudadano/estadisticas/laborales/epa.html

Ministerio de Educación, Cultura y Deporte. (1984). Real Decreto 2112/1984, de 14 de Noviembre, por el que se regula la Creación y Funcionamiento de los Centros de Profesores. https://boe.vlex.es/vid/creacion-funcionamiento-profesores-15512893

Molina-Luque, F. (2023). La Sociología de la Educación en España: Perspectivas de futuro en investigación. In L. Cabrera (Ed.), Fracturas sociales y educativas: desafíos para la Sociología de la Educación (pp. 13-23). Institut de Creativitat i Innovacions Educatives de la Universitat de València.

Moreno, J. M. (2018). Profesorado: más que una profesión. Cuadernos de Pedagogía, 489, 12-17.

Pont-Niclòs, I. Echegoyen-Sanz, Y. & Martín-Ezpeleta, A. (2024). Creative Self-Perception of Spanish Secondary Teachers. Journal of Education Culture and Society, 15(1), 231-246. https://doi.org/10.15503/jecs2024.1.231.246

Presidencia del Gobierno. (1983, December). Real Decreto 3936/1982, de 29 de diciembre, sobre traspaso de funciones y servicios de la Administración del Estado a la Comunidad Autónoma de Andalucía en materia de educación. https://www.boe.es/eli/es/rd/1982/12/29/3936

Rayou, P. (2014). Prescriptions et réalités du travail enseignant Impasses et ouvertures de l’accompagnement en formation. In L. Dans Paquay, P. Perrenoud, M. Altet, R. Étienne & J. Desjardins. (Eds.), Travail réel des enseignants et formation Quelle référence au travail des enseignants dans les objectifs, les dispositifs et les pratiques? (p. 35 -47). De Boeck Supérieur. https://doi.org/10.3917/dbu.paqua.2014.01.0035.

Rengifo Avadez, L. A. (2021). La Interdisciplinariedad desde la Perspectiva de Ezequiel Ander-Egg. Revista Scientific, 6(20), 340–359. https://doi.org/10.29394/Scientific.issn.2542-2987.2021.6.20.19.340-359

Sanmartín, A. Tudela, P. Ballesteros, J.C. & Rubio, A. (2019). Barómetro juventud y género 2019. Violencia y acoso. Centro Reina Sofía sobre Adolescencia y Juventud, Fad. https://doi.org/10.5281/zenodo.3518992

Velasco, E. & Sánchez, K. (2021). Ni uno atrás: cómo atender y trabajar la Diversidad desde la asignatura de Educación Física usando Metodologías Activas. In H. Morente; F. González, & S. Sánchez (Eds.). Metodologías activas en la práctica de la Educación Física. (pp. 123-138). Ediciones Morata.

Velasco, E. Venegas, M. & Sánchez-Miranda, K. (2023). Social Problems in the Secondary Classroom: Gaps in Teacher Initial and Ongoing Training in the Andalusian Region of Spain from the Perspective of Intercultural Education and New Technologies. Sustainability, 15(1). https://doi.org/10.3390/su15010339

Velasco, E., Venegas, M. & Sánchez, K. (2022). La formación inicial del profesorado de Secundaria: vacíos y retos para trabajar los problemas sociales del alumnado. El caso de Andalucía. Revista de Sociología de la Educación - RASE, 15(3), 337-359. http://dx.doi.org/10.7203/RASE.15.3.24306

Venegas, M. (2017). Le travail d’orientation des enseignant(e)s: une pratique éducative de responsabilisation sociale? In C. Maroy & Y. Dutercq (Eds.), Le travail et le professionnalisme enseignants face aux politiques de responsabilisation. (pp. 181-199). De Boeck.

Venegas, M. Dutercq, Y. & Maroy, C. (2017a). El profesorado frente a las políticas de rendición de cuentas: ¿qué redefinicion(es) de su profesionalismo y de su responsabilidad social? Revista De Sociología De La Educación-RASE, 10(3), 313–329. http://dx.doi.org/10.7203/RASE.10.3.10754

Venegas, M. Luque, M., Velasco, E. & Sánchez, K. (2023). ‘On Both Sides of the Strait’: Discourses and Policies on Cultural Diversity in Southern Mediterranean Spain. Revista Española de Sociología, 32(2). https://doi.org/10.22325/fes/res.2023.168

Venegas, M. Usategui, E. & Del Valle, A. I. (2017b). El profesorado de Secundaria en España ante las políticas de rendición de cuentas en el marco de implantación de la LOMCE. Revista De Sociología De La Educación-RASE, 10(3), 313–329. http://dx.doi.org/10.7203/RASE.10.3.9951

Downloads

Published

2025-06-27

Issue

Vol. 16 No. 1 (2025): Journal of Education Culture and Society

Section

TRANSGRESSION

License

Copyright (c) 2025 Elisa Velasco, Mar Venegas, Kiko Sánchez-Miranda

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

CC-BY

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. All authors agree for publishing their email adresses, affiliations and short bio statements with their articles during the submission process.

How to Cite

Velasco, E., Venegas, M., & Sánchez-Miranda, K. . (2025). Continuing Professional Development of Compulsory Secondary Teachers: an Opportunity to Fill the Gaps in Initial Training when Confronted with the Social Problems of Secondary School Students in Andalusia (Spain). Journal of Education Culture and Society, 16(1), 195-212. https://doi.org/10.15503/jecs2025.2.195.212