Continuous monitoring of the school curriculum: a prerequisite for identifying the professional needs of teaching staff

The aim of this study is to highlight how the continuous monitoring of the school curriculum contributes to the identification and in-depth understanding of the professional and personal needs of teaching staff. Through a systematic analysis of the curriculum implementation process in practice, the research seeks to capture the real challenges faced by educational actors and to reveal the areas where support for continuous professional development is needed. To collect data, the Questionnaire for Identifying the Professional Needs of Teaching Staff was used, applied to a sample of 1501 teachers. It focused on two essential dimensions of school curriculum implementation: the application of teaching strategies and the adaptation of the educational process to the diverse needs of students. The results revealed that the highest percentage of participants (42.9%) believe they need support in understanding and integrating STEM and STEAM concepts into their lessons. Additionally, teachers reported difficulties in creating differentiated tasks for heterogeneous student groups, as well as a need for resources to support the promotion of student autonomy in learning.