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Professional development for teachers is fundamental in the configuration and functioning of smart schools. This paper aims to characterize professional development with the participation of compulsory secondary teachers in Spain and to detect key factors in the functioning and organization of schools associated with higher levels of ongoing teacher training. A cross-cutting non-experimental design was used to conduct a secondary analysis of data from PISA 2018 tests, including over 20,000 teachers and more than 1000 schools in Spain. Descriptive results show great variability in teachers' commitment to their professional development; this variability is not associated with the grouping of teachers by school. The decision tree model completed with data mining tools shows that intensive professional teacher development in schools is associated with a better school climate and higher levels of innovation, cooperation, taking on shared goals and responsibilities, and leadership distributed among the education community. The conclusions highlight the importance of ongoing teacher training and how this improves educational quality in schools. [ABSTRACT FROM AUTHOR]

Bilingual education currently faces the challenge of improving teacher training to meet the linguistic and didactic demands of a content and language integrated approach. Our paper analyses what Spanish in-service primary school teachers consider the key training priorities for their involvement in bilingual programmes. Using content data analysis, we have detected the most frequently used terms in the teachers' answers to an open-ended question. 2,830 words were examined, and the net of relations among the training priorities emerging from their discourse was established. Our results confirm that teachers prioritise the need to be proficient in English over methodological issues, which prevail once language proficiency has been achieved. They highlight investment as being crucial both to implement school bilingual programmes and to provide training opportunities for their professional development. Our study concludes that only concerted personal and administrative efforts will bridge the gap between global educational agendas and classroom performance. [ABSTRACT FROM AUTHOR]

Copyright of Revista Española de Documentación Científica is the property of Consejo Superior de Investigaciones Cientificas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The levels of Self-Perceived and Observed Information Literacy for a sample of in-service teachers and future teachers of Primary and Secondary Education are analysed as a whole and by its components of Searching for, Evaluating, Processing and Communicating Information. To do so, two validated tools are used which enable us to obtain Self-Perceived Information Literacy levels (through a self-assessment questionnaire) and Observed Information Literacy levels (through performance measures) from 442 in-service teachers and future teachers of 7 educational institutions in 4 provinces of Castile and Leon (Spain). The results of the descriptive and inferential analyses show that the Self-Perceived Information Literacy is overestimated compared to the Observed Information Literacy for all groups, especially among future Primary Education teachers, with the in-service Secondary Education teachers showing the least difference between self-perception and performance. The Observed Information Literacy is at its best level among the Secondary Education teachers and lowest level among the future Primary Education teachers. At each educational level the performance of in-service teachers is always higher than the performance of future teachers, indicating the preponderance of experience versus the generational effect. The components of the Observed Information Literacy with the lowest values for all groups are Searching for and Evaluating Information and, therefore, specific training activities are recommended. [ABSTRACT FROM AUTHOR]

Copyright of Revista Interuniversitaria de Formación del Profesorado is the property of Asociacion Universitaria de Formacion del Profesorado (AUFOP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Alteridad: Revista de Educación is the property of Universidad Politecnica Salesiana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Electrónica Interuniversitaria De Formación del Profesorado is the property of Asociacion Universitaria de Formacion del Profesorado (AUFOP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Digital Education Review is the property of University of Barcelona, Virtual Teaching & Learning Research Group and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)