What Does It Mean to Be a Good Teacher? Beliefs of Future Secondary School Teachers During Their Initial Training in Spain


  • Juan García Rubio PhD Lecturer Universidad De Valencia Spain


learning difficulties, beliefs.


Teachers play a key role in students’ learning, especially when it comes to students who have more difficulties in the classroom. Initial teacher training contributes to achieving more competent teachers who are capable of successfully facing the start of their teaching profession, and students’ beliefs about what it means to be a good teacher are key. The prior beliefs and ideas with which future teachers come to university classrooms determine their first teaching identity and the beginning of their professional practice. In this paper, research focused on the beliefs of future secondary school teachers regarding what they consider constitutes a good teacher. A qualitative, biographical-descriptive methodology was used, in which the teaching students' narratives were used as a starting point to establish what characterizes a good teacher. The results show that future secondary school teachers place the relationship between the teacher and the students as the key factor when it comes to being a good teacher, above any other factor, which includes aspects related to the way in which the curriculum is taught.


Bandura, Albert (1982). Teoría del aprendizaje social. Espasa Calpe.

Buitrago-Bonilla, R. & Cárdenas-Soler, R. (2017). Emociones e identidad profesional docente: relaciones e incidencia. Praxis & Saber, 8 (17), pp. 225-247. https://doi.org/10.19053/22160159.v8.n17.2018.7208

Berger, J. L. & Lê Van, Kim (2019). Teacher professional identity as multidimensional: mapping its components and examining their associations with general pedagogical beliefs. Educational Studies, 45 (2), 2, pp.163-181.

Bolívar, A. & Domingo, J. (2019). La investigación (auto) biográfica en educación. Octoedro.

Bolívar, A.; Domingo, J. & Pérez-García, P. (2014). Crisis and reconstruction of teachers’ professional identity. The case of secondary school teachers in Spain. The Open Sports Sciences Journal, 7, pp. 106-112.

Day, C. (2006). Pasión por enseñar. La identidad personal y profesional del docente y sus valores. Narcea

Farren, P. (2016). Transformative pedagogy in the context of language teaching: Being and becoming. World Journal on Educational Technology: Current Issues, 8 (3), pp. 190-204.

García-Rubio, J. (2021). Cambios para la mejora del máster de formación del profesorado de secundaria en España, en G. Gómez, C. Rodríguez, N. Campos, M. Ramos (coords.), Nuevos escenarios educativos. Hacia el horizonte 2030 (pp. 550-560). Dykinson

García-Rubio, J. (2022). Construcción de la primera identidad profesional del profesorado español de secundaria durante su formación inicial. Revista mexicana de investigación educativa, 27(94), 751-778.

Garza, R., Werner, P. & Wendler, L. (2016). Transitioning from student to professional: preservice teachers’ perceptions. New Waves-Educational Research and Development Journal, 19 (2), pp.19-35.

Gimeno, J. (2013). En busca del sentido de la educación. Ed. Morata

Hahl, K. & Mikulec, E. (2018). Student reflections on teacher identity development in a year-long secondary teacher preparation program. Australian Journal of Teacher Education, 43 (12), pp. 42-58.

Imbernón, F. (2019). La formación del profesorado de secundaria: la eterna pesadilla. Profesorado, Revista de currículum y formación del profesorado, 23 (3), 151-163.

Mourshed, M.; Chijioke, CH. & Barber, M. (2010) How the world’s most improved school systems keep getting better. McKinsey & Company

OECD (2019). TALISs 2018 Results (volume I): Teachers and School Leaders as Lifelong Learners. OECD Publishing.

Rodrigues, F. y Mogarro, M. J. (2020). Imagens de identidade profissional de futuros profesores. Revista Brasileira de Educação, 25, pp. 1-21.

Souto, X. M. (2018). ¿Es posible innovar la praxis escolar desde el Practicum? Un estudio de caso en la Universitat de València. En E. López, C. R. García Ruiz, M. Sánchez (eds.), Buscando formas de enseñar: Investigar para innovar en didáctica de las ciencias sociales, (pp. 275-286). Ediciones de la Universidad de Valladolid y Asociación Universitaria de Profesorado de Didáctica de las Ciencias Sociales.

Tardif, M. (2004). Los saberes del docente y su desarrollo profesional. Narcea.

Vaillant, D. y Marcelo, C. (2015). El ABC y D de la formación docente. Narcea

Yoo, J. & Carter, D. (2017). Teacher emotion and learning as praxis: Professional development that matters. Australian Journal of Teacher Education, 42 (3), pp. 38-52.




How to Cite

Rubio, J. G. (2023). What Does It Mean to Be a Good Teacher? Beliefs of Future Secondary School Teachers During Their Initial Training in Spain. European Journal of Education, 6(1), 34–44. Retrieved from https://revistia.org/index.php/ejed/article/view/6051