Note: Following the 2006 Organic Act on Education (LOE), the Spanish Government has approved new arrangements for initial teacher training. Under the 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
The Government, acting on a Council for University Coordination recommendation, determines those university certificates which are valid nationwide, as well as the overall regulations for the successful completion of studies to earn such 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 currently specified in the 1990 Organic Act on the General Organisation of the Education System (LOGSE).5 See section 7.2.
The Maestro certificate, required for primary level teachers (of 6- to 12- year-olds), is regulated by a Royal Decree adopted in 1991, which also lists the specialisms and general guidelines for studies leading to this first level diploma/degree.57
Teacher training for this level is provided by teacher training colleges, in escuelas universitarias, in education faculties, and in the university teacher training centres attached to these faculties. It is regarded as first cycle university training (diploma level). The expected length of the course is currently three years.57 72 See section 7.2.
Conditions for admission to escuelas universitarias or university teacher training centres are generally the same as those for all other types of first cycle university course. If there is no restriction on the number of available places, anyone who has passed the bachillerato or certain types of advanced specific vocational training courses 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 for long cycle university studies. In order to gain access to first cycle studies it is not an essential prerequisite to take 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 limited places, in practice, passing this exam becomes a ‘must’.57
Candidates with 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
As part of Maestro training, trainee teachers undertake a period of teaching practice in an educational institution, under the tutoring of a practising Maestro.57
Teacher training in escuelas universitarias providing teacher training consists of a first cycle, which currently lasts for three years, leading to the certificate of Maestro. Presently seven different specialisms are offered:
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 initial teacher training instruction provided by escuelas universitarias should consist of a series of subjects related to the subjects taught in educación preescolar, educación infantil and primary education, and to psycho-pedagogical issues. The core curriculum, without prejudice to university autonomy, therefore usually includes:
In addition to these common core subjects, known as "common trunk subjects", in all study programmes there are compulsory subjects which are included according to subject specialism. These subjects are the same throughout Spain for each subject specialism and are known as "speciality trunk subjects". In addition, each individual university, in the exercise of its autonomy, establishes compulsory as well as optional subjects for its students.57
As mentioned above, Maestro training comprises theory along with a period of teaching practice in an educational establishment 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 individual escuela universitaria or teacher training institute.57
Teaching methods are determined by individual university departments and, ultimately, by individual teacher training professors/ lecturers, by virtue of the constitutional right to academic freedom. Assessment of students at the university level is a matter for the respective university departments and staff.57
Both escuelas universitarias providing teacher training and university teacher training centres contact centres or schools providing primary level education to set up arrangements for teaching practice for future teachers.57
See section 7.2 for information on proposed changes to initial teacher training.
The academic qualifications required to teach are uniform throughout the entire nation, although they vary according to the various levels of the education system.57
The diplomas required to teach at the non-university level are currently specified in the 1990 Organic Act on the General Organisation of the Education System (LOGSE)5 . The Maestro certificate, required for primary level teachers (teaching 6- to 12-year-olds) (and for early years teachers teaching children in the 3-6 age range) is regulated by a Royal Decree adopted in 1991, which also lists the specialisms and general guidelines for courses leading to this degree.57 See section 7.2 for information on recent legislation which will introduce changes to these arrangements.
To teach in primary education, a Maestro certificate is required. Maestros qualified to teach in primary education may teach all general subjects for this phase. Music, physical education and foreign languages, however, may only be taught by Maestros qualified in these specialisms.57
Once the teacher training qualification is obtained, teaching staff can work in either public or private establishments.79
Teachers wishing to teach in the public sector generally 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:
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 studied, a list of those who have been accepted for the competitive examination is published. Two main selection bodies are constituted:
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 to assist university graduates to find 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). Their aim is to provide information to students and graduates in their search for employment. As such, they 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 need to ensure that professional qualifications of teaching staff are up-to-date and relevant.
See section 7.2.6.
The induction period usually lasts around six months when candidates are 'teachers in training' at a centre of education. (This period may, however, be as little as three months or a maximum of one year). During the induction period, beginning teachers are 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, these transitional measures are not considered to be a final on-the-job qualifying phase, even though permanent appointment to post depends on the end-of-year assessment. Some beginning teachers may be exempt 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
Although currently not suffering any teacher deficit, Spain is concerned that the favourable economic climate may lead to shortages in the long term. The primary objective of campaigns in Spain is to raise the image of teachers in order to keep the influx into the profession in line with demand. The message is that teaching is an important task that helps educate independent, responsible citizens. An example of one campaign, which ran in Catalonia during the 2000/01 school year, had the slogan "El maestro, la maestra, el profesor, la profesora. Tu apoyo, a tu lado" (The teacher, your helper by your side) was directed at teachers at all educational levels. An evaluation of the campaign revealed a positive effect on parental attitudes towards teachers and a rise in teacher self-esteem. The organisation of recruitment campaigns is generally the responsibility of the Autonomous Communities but they are sometimes assisted by city councils or teachers' trade unions.71
As a result of the Bologna process, some changes are to be made to the current diploma (Maestro) course which qualifies future primary teachers. See section 7.2 for further information.
In Spain, alternative tracks for trainee teachers for this phase do not exist.57
See section 7.1.7.3.
Recruitment incentives are not paid to encourage individuals to train as teachers for this phase.68