The Importance Of Teacher Training: A Review Of The Last 10 Years In Spain

Abstract

The information and communication society is characterised by constant rapid change, which has a direct impact on education and its main actors: students and teachers. Society is constantly evolving and, therefore, teachers must construct the curriculum and adapt teaching methods (Imbernón, 2014) according to the needs of students, in such a way that they respond to the challenges and requirements of society at all times (Perrenoud, 2004; Santoveña-Casal, 2012).

Since the late 1980s, studies such as those by Gartner and Lipsky (1989), Hopkins, Ainscow and West (1994) or Tuetteman et al. (2000) have been carried out analysing the processes and circumstances of schools that have implemented improvement projects with the aim of promoting student participation and belonging and the elimination of barriers of any kind in order to carry out and implement processes of inclusion and improvement of the teaching-learning processes (Booth et al., 2000; Dirube, 2002).

Lifelong learning is recognised as a right to which all citizens have access (Longworth, 2001) and is necessary for teachers as they need to acquire new skills, tools and didactic strategies to achieve their objective: that their students learn and adapt to new circumstances such as the arrival of information and communication technologies, which has led to a significant increase in the range of training on offer in different institutions (Santoveña-Casal, 2012).