ABSTRACT The professional development of teachers is essential to improving the quality of university education. This article analyzes the preferences of Spanish university teachers regarding the training activities that contribute to their professional development. The main objective is to identify which activities are most valued by teachers and to analyse whether there are differences based on variables such as age, gender, professional category, and field of knowledge. To conduct this analysis, a questionnaire was designed and answered by 523 teachers from 42 public universities in Spain. The questionnaire includes a wide range of training activities. The data obtained were analysed using descriptive and inferential statistical techniques, as well as a multiple correspondence factor analysis. The results show a great diversity of training activities perceived as valuable by teachers. Activities such as the creation of teaching materials, reflection on teaching, and dialogue with colleagues about teaching issues are highly valued. Differences were also identified based on the characteristics of the teachers: younger teachers prefer activities related to social networks, while more experienced teachers opt for those involving management and organisation. We conclude that teacher professional development is not a uniform process, but rather varies according to each teacher’s needs and preferences. Educational institutions should adapt their training programmes to these differences, promoting a balance between autonomy, collaboration, and teacher reflection to foster effective learning in educators.
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