The personal dimension of university teachers: the forgotten dimension of initial teacher training
DOI:
https://doi.org/10.24310/mar.7.2.2026.23193Keywords:
content analysis, teacher education, teaching aptitude, educational policy, university, teaching professionAbstract
The training of new university teaching staff is a key factor in guaranteeing the quality of education in higher education. For this reason, this article analyses the training offered to new university teaching staff in Spanish universities. To this end, the objectives of induction programmes are analysed in order to determine their focus and training themes, while the teaching competences promoted in the design of induction programmes in Spanish universities are detected. This is a qualitative study based on a documentary and content analysis of the training proposals from 41 Spanish universities. The results reveal an uneven implementation, a formulation of the aims that is not very specific and focused on basic cognitive levels, as well as a scarce presence of mentoring, teaching identity, teaching evaluation and the personal dimension of the teaching staff. Few universities frame their training in teaching competences. This highlights the need for a common framework that reflects a shared vision of what constitutes a good university lecturer and serves as the basis for their training. We conclude that training approaches should be reformulated and the personal dimension of university teachers should be included in the induction process, as it is an essential variable in the well-being, motivation and commitment to teaching.
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