Dificultades de enseñanza. Un análisis de las percepciones de los estudiantes del Máster del Profesorado

Abstract

Teachers are a key element in education and their training and conception of teaching determine school success. This article tries to analyze the difficulties self-perceived by the students of the Master's Degree in Teaching in their future professional performance and to establish proposals for improvement in their training. The pattern of students' scores and the differences according to the university of origin and gender are analyzed. The predictive relationship between academic and social difficulties in organizational difficulties is studied, with material difficulties as mediators and age as an influential factor in this relationship. It is a descriptive and predictive study of organizational and material difficulties, where special attention is paid to the variables university of origin, age and gender. A total of 409 students from different Valencian universities participated. The Teaching Problems Inventory was used. Among the results, the following difficulties stand out: difficulties in relating with the students' families, organizing class time and managing the classroom and discipline. These results coincide with those of other research. In addition, older students perceive greater material difficulties; and those who report greater academic difficulties also present greater organizational difficulties. There is a need to implement certain methodologies, to strengthen the university-school relationship and to improve the internship period. With regard to the causal model analyzed, it is concluded that academic and social difficulties have a direct influence on organizational difficulties and that material difficulties have a mediating effect on this relationship.