Teacher competences’ perception in Secondary Education: a comparative analysis from the point of view of the agents involved

Abstract

The aim of this research is to analyse the perception of the importance of teacher competences in Secondary Education from a multiple comparative perspective: masters students, graduates, university teachers and in-service teachers (n=421). To do this, a mixed methodology has been used through a purposely designed questionnaire and a discussion group, organised around four areas of competences: to know, know how to do, know how to live together, and know how to be. The results indicate that all the groups give high importance to the competences and there are significant differences between them. It is the group of graduates who give a higher value, which seems to indicate that the master’s degree has a positive effect on awareness of the importance of a competency- based teaching profile.