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Analysis of institutional authors

Manso JAuthorGarrido Martos, RocioAuthor

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Initial training and access to the profession: Teachers’ demands

Publicated to:Revista de Educacion. 2021 (393): 293-319 - 2021-07-01 2021(393), DOI: 10.4438/1988-592X-RE-2021-393-494

Authors: Manso, Jesus; Garrido-Martos, Rocio

Affiliations

Univ Autonoma Madrid, Madrid, Spain - Author
Universidad Autónoma de Madrid - Author

Abstract

Initial teacher education programs are under great pressure because they are expected to train teachers who are highly prepared for the complexity that their professional practice requires. However, we know that the teaching profession is extremely complex, and its professional development must be progressive. In this sense, initial training is an essential element. For this reason, this paper analyzes the perceptions about initial teacher education and access to the profession of active teachers of compulsory education in schools in Spain. The research followed an ex post facto design. An ad hoc questionnaire has been designed with a robust validation in four phases, applied to 1148 teachers. The analyses include both descriptive (percentage and median) and nonparametric inferential statistics (U-Mann Whitney and H de Kruskal Wallis tests). Results show a negative evaluation of the current systems for both initial training and access to the profession. However, significant differences are also found. In initial teacher education these exist, on one hand, between teachers who work in Primary Education and those who work in Secondary Education and, on the other hand, in questions related to access to the profession, significant differences are observed depending on the type of center in which they teach. There is general agreement among teachers on the relevance of modifying both initial training and access to the profession. It has also been confirmed that the teaching profession is a heterogeneous group and, therefore, the measures cannot be the same for all.

Keywords

access to the professionbasic educationperceptionspreservice teacher curriculumteacher education programsteacher professional developmentteacher trainingAccess to the professionBasic educationEducationPreservice teacher curriculumPreservice teacher educationTeacher education programsTeacher professional developmentTeacher training

Quality index

Bibliometric impact. Analysis of the contribution and dissemination channel

The work has been published in the journal Revista de Educacion due to its progression and the good impact it has achieved in recent years, according to the agency Dialnet (Dialnet Métricas). In the year of publication of the work, 2021, thus managing to position itself as a Q1 (Primer Cuartil).

Notably, the journal is positioned in the Quartile Q4 for the agency WoS (JCR), in the category Education & Educational Research, in the Quartile Q3 for the agency Scopus (SJR), in the category Education, classified as B in other national agencies such as CIRC, classified as B by the agency AGUAR.

From a relative perspective, and based on the normalized impact indicator calculated from World Citations provided by WoS (ESI, Clarivate), it yields a value for the citation normalization relative to the expected citation rate of: 2.47. This indicates that, compared to works in the same discipline and in the same year of publication, it ranks as a work cited above average. (source consulted: ESI Nov 14, 2024)

This information is reinforced by other indicators of the same type, which, although dynamic over time and dependent on the set of average global citations at the time of their calculation, consistently position the work at some point among the top 50% most cited in its field:

  • Weighted Average of Normalized Impact by the Scopus agency: 1.85 (source consulted: FECYT Feb 2024)
  • Normalized Impact calculated by Dialnet Metrics: 12.12 (source consulted: Dialnet Metrics Dec 2023)

Specifically, and according to different indexing agencies, this work has accumulated citations as of 2025-06-15, the following number of citations:

  • WoS: 9
  • Scopus: 10
  • OpenCitations: 1

Impact and social visibility

From the perspective of influence or social adoption, and based on metrics associated with mentions and interactions provided by agencies specializing in calculating the so-called "Alternative or Social Metrics," we can highlight as of 2025-06-15:

  • The use of this contribution in bookmarks, code forks, additions to favorite lists for recurrent reading, as well as general views, indicates that someone is using the publication as a basis for their current work. This may be a notable indicator of future more formal and academic citations. This claim is supported by the result of the "Capture" indicator, which yields a total of: 10 (PlumX).

It is essential to present evidence supporting full alignment with institutional principles and guidelines on Open Science and the Conservation and Dissemination of Intellectual Heritage. A clear example of this is:

Leadership analysis of institutional authors

There is a significant leadership presence as some of the institution’s authors appear as the first or last signer, detailed as follows: First Author (MANSO AYUSO, JESUS) and Last Author (Garrido-Martos R).