Determining the needs for continuous psycho-pedagogical training in teachers at the primary education level

Abstract

The new challenges teachers face in addressing diversity in the classroom context require ongoing training and commitment. Therefore, the objective of this study is to determine the ongoing psychopedagogical training needs of primary school teachers in Palma Soriano. The research was conducted following the socio-critical paradigm with a qualitative approach. It was descriptive-explanatory in scope; observation, interviews, and document review were used as data collection techniques. The theoretical methods employed were analysis-synthesis and inductive-deductive reasoning. Non-probability sampling (convenience sampling) was used, and the sample consisted of 30 primary school teachers. The study identified a need for mastery of psychopedagogical intervention methods and strategies to address diversity. Teachers possess varying levels of experience and knowledge, highlighting the need for psychopedagogical training. They recognize the necessity of psychopedagogical support; however, they believe that a psychopedagogue is the specialist who should provide it. Attention to diversity has been primarily focused on addressing deficits rather than potential. There is agreement that possessing educational tools and the necessary precision in determining the needs and potential of students during the diagnosis and characterization of their learning is fundamental. Therefore, it can be concluded that teachers need to deepen their understanding of how to identify needs and potential in the diagnosis and characterization of students, and how to clarify the boundaries between general and specific psycho-pedagogical actions that should be carried out during the teaching-learning process.