Importance and perceived proficiency of teaching competences in the Practicum: an analysis in the Geography and History specialization of the Masters’ Degree in Secondary Education Teaching

Abstract

For more than a decade, the initial training of Secondary Education teachers has been governed and structured to develop teaching competences. This study focuses on examining perceptions about the importance and acquired proficiency of teaching competences before and after the Practicum, analysing 100 trainee teachers of the Geography and History specialization of the Masters’ Degree in Secondary Education Teaching at the University of Valladolid during four academic years. Using a quantitative design, an intermediate perception of competence proficiency can be observed before the Practicum. After finishing it, the assessment regarding the importance of teaching competences (teaching management, use of strategies and resources, promotion of a learning climate, communication, and organizational aspects) is high, but there are statistically significant contrasts with the perceived proficiency of those competences. Finally, a discussion regarding the perspectives of teaching training is presented.