Critical Competence: Beliefs of Master’s in Teacher Training Students in Spain Through a Mixed-Methods Study

The preparation of future secondary school teachers, across both compulsory and post-compulsory education, remains the subject of sustained social and political debate in Spain. Despite successive regulatory reforms in recent decades, there is renewed urgency to redesign the qualifying training required for secondary-level teaching. This study examines the beliefs of Master’s in Teacher Training (MAES) students from diverse academic backgrounds regarding the role of critical competence in their professional development as educators. Using a mixed-methods design with a sample of 99 students, we collected data through ad hoc questionnaires and focus groups. Findings indicate strong interest in critical thinking for both personal and professional trajectories; however, reported engagement in systematic critical development is limited, with critical practice often remaining at the level of intention or theoretical conviction. The study underscores the need to reorient teacher education programs to embed structured, evidence-based, and ethically grounded approaches to critical competence, bridging the gap between aspiration and practice.