Qualitative analysis of the professional profile of a good secondary school teacher
Análisis cualitativo del perfil profesional del buen docente de educación secundaria
Esther López-Martín, Belén Gutiérrez-de-Rozas, Andrea Otero-Mayer and Eva Expósito-Casas
DOI: https://doi.org/10.22550/REP80-3-2022-04
Scientific literature has shown that teacher characteristics and skills are one of the main sources of variation in students’ academic performance. This potential that teachers have in improving the quality of the education system justifies the importance of identifying the teacher-related factors that are positively related to student learning. This study aims to contribute to this purpose by analysing the professional profile of a good secondary school teacher from the perspective of students, members of school management teams, and the teachers themselves. For this purpose, a qualitative research design was es- tablished based on an analysis of the views of the participants. Five focus groups were con- ducted with the participation of five members of school management teams, nine teachers and nine students. Through both the a priori and inductive coding of the content of these focus groups, the professional profile of a good teacher was identified. This profile was made up of three teaching skills and seven personal skills, specified in 79 actions. The integration of all the participants’ perspectives enabled the creation of a comprehensive proposal of an effective teacher by capturing the nuances provided by each individual perspective. Based on this, new research and actions can be designed that contribute to improving the quality of initial and in-service training for secondary school teachers.
Please, cite this article as follows: López-Martín, E., Gutiérrez-de-Rozas, B., Otero-Mayer, A., & Expósito-Casas, E. (2022). Análisis cualitativo del perfil profesional del buen docente de educación secundaria | Qualitative analysis of the professional profile of a good secondary school teacher. Revista Española de Pedagogía, 80 (283), 493-516. https://doi.org/10.22550/REP80-3-2022-04
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Esther López-Martín has a PhD in Education Science from Universi- dad Complutense de Madrid (UCM). Since 2019, she has worked as an as- sociate professor at the Department of Research and Diagnostic Methods in Education II at Universidad Nacional de Educación a Distancia (UNED). Her main lines of research focus on the eval- uation of students’ academic perfor- mance and the associated factors, with a special focus on the characteristics and skills of teachers.
https://orcid.org/0000-0002-0367-2019
Belén Gutiérrez-de-Rozas holds a degree in Pedagogy (special prize) from UNED and a Master’s in Educational Psychology (academic excellence grant) from UCM. She is currently a trainee re- searcher at the Department of Research and Diagnostic Methods in Education II at UNED. Her research focuses on the study of failing to achieve the minimum level of academic qualification and early school leaving.
https://orcid.org/0000-0003-4210-3270
Andrea Otero-Mayer holds a de- gree in Social Education from UNED, for which she was awarded a special degree prize. In February 2019, she joined the Department of Research and Diagnostic Methods in Education II at UNED, after being awarded pre-doctoral financial sup- port for research training. She carried out two research periods at Universidade do Porto in 2021 and 2022, and she was awarded a PhD with a distinction cum laude, continuing her work under a post-doctoral contract.
https://orcid.org/0000-0002-6093-6543
Eva Expósito-Casas holds a PhD in Education from UCM. She is currently an associate professor at the Department of Research and Diagnostic Methods in Education II at UNED. She is a mem- ber of the UCM MESE research group, which researches the measurement and evaluation of education systems, and the GRISOP research group, which researches educational and career guid- ance systems and the skills of guidance professionals.
https://orcid.org/0000-0001-7943-3228
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