INCA Education around the world
Spain : Initial Teacher Training
7.1.1 Control
7.1.2 Types of training courses and institutions
7.1.2.1 Admissions
7.1.3 Trainers
7.1.4 Curriculum for initial teacher training
7.1.5 Qualifications and standards
7.1.5.1 Qualifications and entitlement to teach
7.1.5.2 Probationary periods
7.1.6 Post-qualification induction periods
Please note that the initial teacher training sections of the website were originally funded by the Training and Development Agency for Schools (TDA). They have not been updated since March 2009 and the information provided in them by have been superseded.
7.1 First phase, pre-compulsory education, ages 0-6
Following the 2006 Organic Act on Education (LOE), the Spanish Government has approved new arrangements for initial teacher training. Under these new arrangements, those who wish to teach at pre-school and primary level will follow four-year courses (a year longer than the current arrangements). The aim is to improve teacher training provision and adapt to the European Higher Education Area. The Ministry of Education is currently preparing content specifications for the new programmes, which will aid universities in planning their new courses. 99
7.1.1 Control
The Government, acting on a Council for University Coordination recommendation, establishes which university certificates are valid nationwide, as well as the overall regulations for the successful completion of studies to achieve these certificates. On the basis of these regulations, individual universities specify the studies required to earn the various kinds of certificates, subject to subsequent validation by the Council for University Coordination. 57
The diplomas required to teach at the non-university level are specified in the 1990 Organic Act on the General Organisation of the Education System (LOGSE). See 7.1 for information on new arrangements for initial teacher training under the 2006 Organic Act on Education. 57
The Maestro certificate, required for teaching at the educación infantil level (3 to 6 years of age), is regulated by a Royal Decree adopted in 1991, which also lists the specialisms and general guidelines for studies leading to this degree.57 See 7.1 for information on new arrangements for initial teacher training for pre-school education under the 2006 Organic Act on Education.
The 2002 LOCE 65 legislation and subsequent June 2003 Decree establish that Maestro degree holders, or those with qualifications in early years education obtained via specific vocational training courses, may teach children in educación preescolar (0 to 3 years). To teach in educación infantil (3 to 6 years old), teachers must normally have the Maestro certificate.57
7.1.2 Types of training courses and institutions
Teacher training for educación preescolar (0 to 3 years) and educación infantil (3- to 6- year-olds) is provided in escuelas universitarias, in education faculties, and in university teacher training centres. It is regarded as first-cycle university training (diploma level). The expected length of the course is currently three years (180 credits or more), but is shortly expected to change to four. See 7.1.57 72
In the case of qualifications in early years education obtained via specific vocational training courses (for teaching in educación preescolar [0- to 3-year-olds]), training may be provided in establishments devoted exclusively to teaching specific vocational training, or in establishments that teach other stages and, in the majority of Autonomous Communities, are known as "Institutes of Secondary Education". In addition, in some Autonomous Communities, "Institutes of Advanced Specific Vocational Training" are being established.68
7.1.2.1 Admissions
Conditions for admission to escuelas universitarias or university teacher training centres are generally the same as those for all students entering first cycle university studies. If there is no restriction on the number of available places, anyone who has passed the second/final year of the bachillerato course, or certain specialisms offered under advanced specific vocational training, or their equivalent, can enrol in escuelas universitarias. Should centres be over-subscribed, admission is subject to priority, preference and assessment standards. Passing an entrance exam is an indispensable prerequisite to undertaking long cycle university studies. In order to gain access to first cycle studies it is not an essential requisite to sit such an exam. However, bearing in mind that students who take such exams have priority over those who do not, and that almost all courses have a limited number of places, in practice, passing the exam becomes a 'must'.57
Candidates holding a técnico especialista or a técnico superior degree in subject specialisms related to Maestro studies may enrol directly in escuelas universitarias, where at least 30 per cent of places are reserved for them.57
Knowledge of the particular language of the Autonomous Community may be a relevant factor in admission to courses of initial teacher training.70
7.1.3 Trainers
For early years teachers qualifying as Maestros, teacher trainers are university teachers or lecturers.68
For those qualifying to teach the 0 to 3 age range (educación preescolar) via specific vocational training courses, teacher trainers are secondary education teachers or technical teachers of vocational training.68
As part of Maestro training, trainee teachers undertake a period of teaching practice in educational establishments, under the tutoring of a practising Maestro.57
7.1.4 Curriculum for initial teacher training
Teacher training in escuelas universitarias currently consists of a first cycle, which lasts for three years, leading to the certificate of Maestro. The cycle will shortly be extended to four years (see 7.1). Presently seven different specialisms are offered:
- Educación infantil - for generalist Maestros
- Primary education - for generalist Maestros
- Foreign languages (English and French) - for Maestros seeking to specialise in a particular subject area
- Physical education (PE) - for Maestros seeking to specialise in a particular subject area
- Music education - for Maestros seeking to specialise in a particular subject area
- Special education - for Maestros seeking to teach specific groups of children
- Hearing and speech - for Maestros seeking to teach specific groups of children.57
For the current, three-year course, the overall course load must be at least 180 credits and class time can range from 20 to 30 hours each week, including practical lessons. Lessons in classroom theory may not account for over 15 hours of class time a week.57
Regulations also establish that instruction for initial teacher training provided by escuelas universitarias should consist of a series of subjects related to the subjects taught in educación infantil and primary education, and to psycho-pedagogical issues. The core curriculum, without prejudice to University autonomy, therefore currently usually includes what are known as the "common trunk subjects":
- The psycho-pedagogical basis for special education
- General education theory
- Organisation of educational establishments
- Psychology of education and of school age development
- Sociology of education
- Contemporary education theory and institutions
- New technologies applied to education
- Teaching practice - minimum duration, 320 hours.57
In addition to these common core subjects, in all study programmes there are compulsory subjects which are included according to each subject specialism. Known as "speciality trunk subjects", these are the same throughout Spain for each subject specialism. In addition to the common trunk subjects and speciality trunk subjects, each university, in the exercising of its autonomy, establishes compulsory as well as optional subjects for its own students.57
As mentioned above, Maestro training comprises theory along with a period of teaching practice in educational establishments, under the tutoring of a practising Maestro. Students must complete at least 320 hours of teaching practice (also known as practicum). Organisation of the various kinds of activities to be performed during this period is incumbent on each escuela universitaria or teacher training institute involved.57
The teaching methods to be applied are set down by each university department and, ultimately, by each training professor, in virtue of the constitutional right to academic freedom. Student evaluation at the university level is incumbent upon the respective university department and staff.57
Both escuelas universitarias providing teacher training and university teacher training centres contact centres or schools providing educación infantil (which may be primary schools) to set up arrangements for teaching practice for future teachers.57
7.1.5 Qualifications and standards
7.1.5.1 Qualifications and entitlement to teach
The academic qualifications required to teach are uniform throughout the entire nation, although they do vary according to the various levels of the education system.57
In order to teach in educación infantil (3- to 6-year-olds) a Maestro certificate in the appropriate specialism is required. Students successfully completing their studies in teacher training at escuelas universitarias or in university teacher training centres earn a Maestro certificate in the respective specialism. Students with qualifications in early years education obtained via specific vocational training courses qualify to teach children in educación preescolar (0 to 3 years).57
Once the teacher training qualification is obtained, teaching staff can work in either public or private establishments.79
Teachers who wish to gain access to the public sector need to pass the corresponding competitive examination (see below). However, it is possible to teach in the public sector through an appointment as an official supply teacher ("funcionario interino").79
Teachers who wish to work in private establishments may do so through contract with the owner of the establishment.79
A teaching post in the public sector is a civil servant post. Access to a post is via a selection and competitive examination process. Two types of variables are taken into account in this process:
- Knowledge of the content and teaching methodology required for the teaching position (the competitive examination stage).
- The candidate's academic record and professional experience (selection process stage).72
This selection process is regulated by the Ministry of Education. Potential candidates, who have the required teaching qualification, present their application for the post of permanent civil servant. Once the forms have been considered, a list of those who have been accepted for the competitive examination is published. Two main selection bodies are constituted:
- Boards of examiners, responsible for assessing candidates' tests
- Selection committees, which coordinate the work of the different boards in the different regions.72
The selection stage is used to assess a candidate's merits and follows a set of scales mainly related to professional experience. It is only applied to candidates who have passed the competitive examination stage. There are three types of test in the examination: a written test, a practical test and an oral test. The marks obtained in the examination stage are used to place candidates in order and determine which of them have successfully completed the selection process. Subsequently, the marks from the selection process are added. The number of successful candidates may not exceed the number of posts advertised.72
National measures in place to assist university graduates in finding employment also apply to Maestros. Counselling, Information and Employment Centres (COIE) have been set up in various universities as a result of agreements between the corresponding university and the National Institute for Employment (INEM). The aim is to provide information to students and graduates in their search for employment. As such, such organisations can make arrangements for on-the-job training, training and professional integration courses, or they can offer companies a cost-free pre-selection service to fill certain positions. Universities that have such centres determine the specific features of the services to be offered.57
The 1990 Organic Act on the General Organisation of the Education System (LOGSE)5 stipulates that continuing training is both a right and an obligation for all teaching staff. Autonomous Communities are responsible for programming activities to make such training possible, and are expected to guarantee a wide range of cost-free courses.57
In the same spirit, the 1995 Organic Act on Participation, Evaluation and Administration of Educational Establishments (LOPEG)4 recognises the necessity to ensure that the professional qualifications of teaching staff are up-to-date and relevant.
7.1.5.2 Probationary periods
See section 7.1.6.
7.1.6 Post-qualification induction periods
The induction period usually lasts around six months when candidates are 'teachers in training' at a centre of education. (The period may be as little as three months or a maximum of one year). This stage is tutored by other civil servants designated for this purpose by "Qualifying Committees". Once they have passed this stage, candidates become permanent civil servants.72
Given that teachers are regarded as fully qualified when they begin their first year in service, the induction phase is not considered to be a final on-the-job qualifying phase, even though permanent appointment to the post depends on the evaluation received at the end of this phase.70
Some beginning teachers may be exempted from the induction phase if they have already served as career public teaching officials for at least one academic year. Some teachers may be required to repeat the induction process. This can happen only once. It is possible for beginning teachers to fail the induction period.68
