To what extent do preservice teachers feel ready to teach? A case study in the Master’s Degree in Teaching in Secondary Education

espanolLos programas de formacion del profesorado en todo el mundo, y especialmente en Europa, no especifican en detalle las capacidades que deberian adquirir los futuros profesionales, por lo que provoca un gran debate entre educadores, investigadores y docentes. El objetivo principal de este estudio es conocer y evaluar el nivel de desarrollo de las competencias adquiridas por futuros docentes de Educacion Secundaria durante su formacion inicial. La autoevaluacion de 353 estudiantes se realizo mediante un cuestionario en escala Likert con 13 variables agrupadas en tres dimensiones: competencia social, academica y personal. Se utilizo R, InfoStats y el software SPSS v.25 para analizar los datos recogidos. Se aplicaron analisis factoriales confirmatorios y modelos lineales mixtos para identificar los factores que afectan a la adquisicion de competencias. El area de conocimiento de los estudiantes y su situacion laboral fueron facto-res clave en el desarrollo de las competencias academicas y sociales, mientras que la dimension personal solo se vio afectada por el area de conocimiento. Estos resultados muestran que existen algunas competencias cuyo nivel de desarrollo se podria mejorar. Asimismo, estos datos nos han permitido evaluar las fortalezas y debilidades del plan de estudios de la formacion inicial docente EnglishTeacher-training programs around the world, and especially in Europe do not specify in detail the capacities that future professionals should acquire, so it brings about a great discussion among educators, researchers and teachers. The main objective of this study is to know and evaluate the level of competence development acquired by future Secondary Education teachers during their initial training. The self-evaluation of 353 students was carried out using a Likert-scale questionnaire made up by 13 variables gathered into three dimensions namely social competence, academic competence and personal competence. R Software, InfoStats and SPSS v.25 software were used in order to analyze the data collected. Confirmatory factorial analyses and linear mixed modelling were applied to identify factors affecting the acquisition of competences. The students’ area of knowledge and their employment situation were key factors in the development of academic and social competences, while the personal dimension was affected only by the area of knowledge. These results obviously show that there are some competences whose level of development could be improved, and we have also identified some weaknesses in the development of certain competences. In addition, these data have allowed us to assess the strengths and weak-nesses of the initial teacher-training curriculum