Teaching-life histories: An analysis of initial and continuing training for twenty-first-century teachers

Abstract

This research analyses the teaching practice of retired teachers with the objective of inquiring into the initial and continuing training that twenty-first-century teachers need. To this end, a semistructured interview was conducted with an incidental, non-probabilistic sample of 325 participants and performed quantitative analysis of the data with SPSS 23. The descriptive parameters were produced using frequency analysis. Contingency tables were produced to verify if sex or year of birth explained perceptions of the training required of to be a good teacher. The results revealed significant differences between those born before 1948 and those born after that year.