Rural teacher competencies. An international comparative study on the territorial dimension of rural schools.

Autor/inn/en	Lorenzo Lacruz, Juan; Buscà Donet, Francesc; Abós Olivares, Pilar
Titel	Rural teacher competencies. An international comparative study on the territorial dimension of rural schools. Paralleltitel: Kompetence uciteljev na podezelskih solah: mednarodna primerjalna studija o ozemeljski dimenziji podezelskih sol.
Quelle	In: CEPS journal, 14 (2024) 4, S. 145-170Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1855-9719; 2232-2647
DOI	10.25656/01:35090 10.26529/cepsj.1542
URN	urn:nbn:de:0111-pedocs-350904
Schlagwörter	Kompetenz; Schule; Lehrer; Ländlicher Raum; Empirische Untersuchung; Vergleich; Berufliche Kompetenz; Frankreich; Portugal; Spanien
Abstract	This article presents the results of a descriptive study carried out within the framework of the FOPROMAR project, obtained after administering a questionnaire regarding competences related to the territorial dimension of rural schools among teachers working in rural schools in Spain (Aragon and Catalonia), France (Aquitaine) and Portugal (Alto Alentejo). The questionnaire included three parts (professional profile, competences on the territorial dimension of the school and knowledge about the territory), but only the results referring to the competences section are presented, showing the level of relevance and the degree of mastery that teachers express in relation to these competences. According to the results, the competences with the greatest mastery are those referring to the design and development of programmes, followed by professional competences and school-community relations. This order is also found in the assessment carried out, indicating that they are more valued than mastered. One of the conclusions is the need to reinforce competences not included in training plans, but considered more necessary and important for working in rural schools. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2026/3