The Effects of a Teacher Training Program on Students’ Perceptions of the Teaching–Learning Process

Jorge López González (), Belén Obispo-Díaz and Jesús Rodríguez Barroso
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Jorge López González: Faculty of Education and Psychology, Universidad Francisco de Vitoria, 28223 Madrid, Spain
Belén Obispo-Díaz: Faculty of Education and Psychology, Universidad Francisco de Vitoria, 28223 Madrid, Spain
Jesús Rodríguez Barroso: Faculty of Education and Psychology, Universidad Francisco de Vitoria, 28223 Madrid, Spain

Societies, 2025, vol. 15, issue 10, 1-16

Abstract: The aim of this article is to identify the effectiveness of a teacher education program based on student perceptions. In this aim, a longitudinal research project was carried out with a sample of 14,229 students at a Spanish university who evaluated their teachers (using a Likert-type scale) after they completed a teacher training program. The CEDA teacher evaluation scale (α = 0.968; ω = 0.968) was used to assess students’ perceptions of the instructor’s role as a facilitator of learning. Complementary qualitative information was also collected, which complemented the quantitative findings. The first conclusion is the positive impact of key variables of the teacher training program: the pedagogical model, educational innovation, and evaluation strategies. Secondly, the students’ perception was slightly better in relation to the pedagogical model, followed by evaluation strategies and finally educational innovation. Thirdly, although students generally rated the teaching of technical subjects more highly than the humanities, the perception of change linked to teacher training was positive for all subjects. Finally, there was a slight difference in students’ perceptions according to the academic course (second, third, or fourth). All of the above should be considered for future teacher training programs.

Keywords: teacher training; effectiveness; teacher evaluation; higher education (search for similar items in EconPapers)
JEL-codes: A13 A14 P P0 P1 P2 P3 P4 P5 Z1 (search for similar items in EconPapers)
Date: 2025
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