Capacity building in early childhood education: teacher training stories in times of crisis. Desarrollo de capacidades en la educación de la primera infancia: historias de formación docente en tiempos de crisis

Abstract

Trainee teachers need to acquire curricular components and pedagogical competences that contribute to their
pedagogical training in order to promote their professional performance. These arguments allow this study to
identify the different interpretations that teachers have of the competences they need to acquire, in terms of training, in the field of early childhood education. The epistemological framework emphasises a qualitative- interpretative study, where focus groups are used as a technique for collecting information. From the above, it is evident that teachers need to develop their ideas based on the contemporary realities of the society to which they wish to adjust their knowledge, which leads to the creation of spaces for training and qualification in the form of methods to implement learning experiences aimed at developing skills and competencies that
have an impact on the use of the digital society in a responsible manner and ratified in school autonomy and
strategies designed to strengthen the learning pace of schoolchildren.