Structural analysis and stakeholder-developed scenarios for the continuous training of secondary school teachers in Barcelona


  • Pablo Baztan Universidad Autónoma de Barcelona
  • Bethany Jorgensen University of Maine
  • José Tejada Universitat Autònoma de Barcelona
  • Juan Baztan Université de Versailles Saint-Quentin-en-Yvelines


Just as teachers strive to inspire a dedication to lifelong learning in their students, educators must also continue their own learning as professionals in order to keep pace with a changing world through updates in curriculum content and pedagogical practices. In Spain, Continuous Teacher Training (CTT) programs are in place to support teachers' in this effort. However, these programs must also be reviewed and, when necessary, reimagined in order to meet teachers'  needs. Using a qualitative prospective approach and structural analysis, this research provides a case study from Barcelona resulting in stakeholder-developed objectives and scenarios for improving CTT: an Ideal Scenario and a Basic Scenario. The study takes into account three underlying elements: (i) the complexity of CTT; (ii) innovation; and (iii) adoptability. While this work focuses on a specific location, the objectives and scenarios offer insight into a stakeholder-guided process for designing meaningful teacher training programs that is relevant for a broad range of education contexts.