Following the 2006 Organic Act on Education (LOE), the Spanish Government has approved new arrangements for initial teacher training. Under the new arrangements, lower and upper secondary teachers, and teachers of languages and vocational education will have to be university graduates and also follow a one-year Master's course. 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, establishes those university certificates which are valid nationwide, as well as the overall regulations for the successful completion of studies for 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
Currently, teachers in secondary phase education must have completed second cycle university education and be qualified either as a licenciado, engineer, architect or the equivalent. Consequently, they receive their initial training in university faculties, escuelas técnicas superiores, or escuelas politécnicas superiores.57
In addition, they must also satisfactorily complete a teaching qualification course, in which they are trained in the pedagogical aspects of teaching in secondary education. This used to lead to the professional certificate of pedagogical specialisation (known as CAP), but now leads to the certificate of pedagogical specialisation (Título de Especialización Didáctica, TED).57
To become a technical teacher of vocational training (in upper secondary education in Spain), it is necessary to hold a university diplomado, or a technical architecture or technical engineering degree or equivalent, and to complete a pedagogical qualification, in addition. These qualifications are taught in faculties, in escuelas técnicas superiores and escuelas universitarias.57
Exempt from the requirement to have a professional certificate of pedagogical specialisation are those holding a Maestro certificate or Licenciado degree in education. In addition, specialist teachers of psychology and pedagogy, or of technology, and teachers who have two years' teaching experience in a public or private establishment providing the level of education they wish to teach, are exempt from this requirement.57
Further changes to initial teacher training for this phase will be introduced following the 2006 Organic Act on Education (LOE). See section 7.4 for further information.
Conditions for admission to university courses to qualify as a secondary teacher 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 advanced specific vocational training courses 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 undertake long cycle university studies. To gain access to first cycle studies, it is not essential to take such an exam. However, bearing in mind that students who take the exam have priority over those who do not, and that almost all courses have a restricted number of available places, in practice, passing this exam becomes a ‘must’.57
Knowledge of the particular language of the Autonomous Community may be a relevant factor in admission to courses of initial teacher training.70
Teacher trainers for this phase are university lecturers and, for the teaching practice part of courses, practising secondary teachers.72
The initial training of teachers for secondary education comprises a first phase of ‘general education’, followed by a second phase of ‘professional training’. However, the Título de Especialización Didáctica (TED) introduced a new development which enables the theoretical phase of teacher training to also be taken simultaneously with general degree education. In such cases, the student selects relevant optional modules to form part of his/her studies towards the TED. 68 75
General degree education
The general education phase is a four-, five- or six-year second cycle university course to leading to qualification as a licenciado, engineer, architect or similar. Establishments offering these courses determine their own study programmes and specific schedules for each subject area on the basis of framework guidelines determined by the State and Autonomous Community. These minimum framework guidelines for all universities aim to ensure equivalence of qualifications across the Autonomous Communities.68
It is common for there to be a link between the particular branch in which a prospective teacher has his or her general degree qualification and the subject(s) they are intending to teach. However, to qualify to teach a specific subject in secondary education, prospective teachers do not have to have obtained their general degree in that particular branch of studies. For example, to become a secondary mathematics teacher, it is not necessary for the candidate's general degree qualification to have been in mathematics.68
Following the introduction of the TED, the theoretical phase of teacher training can now be taken simultaneously with general degree education, by the student selecting relevant optional modules to form part of his/her studies towards the TED.75
Professional teacher training
The general degree education is followed, or accompanied, by a period of professional teacher training.68
This 'pedagogical training course' (Curso de Cualificación Pedagógica, CCP) used to lead to the professional certificate of pedagogical specialisation (known as CAP). It now leads to the certificate of pedagogical specialisation (Título de Especialización Didáctica, TED). This new certificate is obtained on successful completion of the academic professional teacher training course and of a period of teaching practice. The Government regulates access to academic studies and teaching practice and the conditions for the awarding of the appropriate certificate of pedagogical specialisation.57
Individual institutions offering courses leading to the TED determine their own detailed programmes of study on the basis of national framework guidelines established by the State and Autonomous Community with a view to ensuring equivalence of the title throughout Spain.68
Courses leading to TED are organised into 16 specialist subject areas, corresponding to the various subjects taught in secondary education. The study programmes establish the total course load, which consists of no fewer than 60 and no more than 75 credits, over at least one school year.57
Curricula are organised into two course components: theoretical-practical studies and professional teaching practice or practicum, guaranteeing a suitable proportion of time for each. The theoretical-practical component consists of general compulsory/core subjects for all students; specific subjects related to the specialist chosen, and elective subjects.57
For specialisms related to specific vocational training, the practicum must address on-the-job training processes.57
Trainees following secondary teacher training courses may have come from various different types of general university degree courses or disciplines. As a result, the methods used in their teacher training will vary depending on the previous discipline studied and the educational establishment attended. As is the case in university studies generally, teaching methods are usually a matter for individual university departments, and ultimately, for the individual teacher trainer.68
Methodologies focused specifically on the resolution of classroom conflict have been developed and designed with a view to their incorporation in secondary school initial teacher training. However, their practical use in initial training courses has been limited to a handful of universities.70
Following the introduction of the TED, the theoretical phase of teacher training can now be taken simultaneously with general degree education (see above).75
Further changes to initial teacher training for this phase will be introduced following the 2006 Organic Act on Education (LOE). See section 7.4 for further information.
Teacher training for this phase qualifies teachers to teach students aged 16+.68
In contrast to the established procedures for pre-school and primary teachers, teacher training for secondary education has traditionally been provided in universities. In general, trainee teachers at this level took higher university studies in different faculties or schools, specialising in one or various subject areas, without receiving specific pedagogical training for teaching.57
This situation was altered by the 1970 General Act on Education (LGE)9, which made it compulsory for future teachers to follow a pedagogical training course in addition to university studies.57
The 1990 Organic Act on the General Organisation of the Education System (LOGSE)5, established two bodies of teachers at this level, depending on their initial training:
In the public education system the former are designated as "secondary teachers" and the latter as "technical teachers of vocational training."57
The 2002 Organic Act on the Quality of Education (LOCE)65 established some changes regarding the qualifications required to teach at non-university levels, replacing the previous professional certificate of pedagogical specialisation (for secondary level teachers) (known as CAP), with the certificate of pedagogical specialisation (Título de Especialización Didáctica, TED).57
Once the teacher training qualification is obtained, teaching staff can work in either public or private establishments. 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
For entry into the public sector, fully qualified teachers are appointed to a post following successful performance in a competitive examination. The competitive examination is divided into two phases. The first phase (called the fase de oposición) evaluates knowledge of the curriculum as well as teaching skills. The second phase, fase de concurso, takes account of candidates' academic merits (results obtained during initial training, other qualifications, etc.) and prior experience. The weighting of the marks to obtain the overall result is two thirds for the fase de oposición and one third for the fase de concurso.70
In February 2004 the Government announced that this competitive examination was to be modified to ensure that the tests were not exclusively based on recall of knowledge on determined topics, but so that other professional skills were also taken into account. The fase de oposición has subsequently been modified to include the following tests: the creation of a teaching plan/timetable, and an oral presentation on a teaching topic.76
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, who are expected to update their expertise periodically. Autonomous Communities are responsible for ensuring that courses of continuing professional development are available free of charge to teachers.57
Further changes to initial teacher training for this phase will be introduced following the 2006 Organic Act on Education (LOE). See section 7.4 for further information.
See section 7.4.6.
Fully qualified teachers are selected for admission to the profession on completion of training. Following successful performance in a competitive examination, they are appointed to a post and acquire provisional or temporary status for the duration of one school year, prior to securing permanent tenure. Compulsory in-service training for new teachers is normally administered by an approved teacher who has already acquired several years of professional experience. New teachers also receive support from a tutor during this period.70
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 the post depends on the end-of-year assessment.70
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 such campaign is one which ran in Catalonia during the 2000/01 school year, with the slogan "El maestro, la maestra, el profesor, la profesora. Tu apoyo, a tu lado" (The teacher, your helper by your side). This targeted secondary school leavers; higher education students and recent graduates; teachers who may be considering changing their teaching subject, level or moving geographically; teachers who had taken a break from teaching; and those envisaging a career change. An evaluation of such campaigns revealed a positive effect on parental attitudes towards teachers and a rise in teacher self-esteem. In general, the organisation of recruitment campaigns is the responsibility of the Autonomous Communities but they are sometimes assisted by city councils or teachers' trade unions.71
In Spain, only those training routes mentioned previously in this section exist.57
See sections 7.1.7.3. and 7.2.7.3.
See sections 7.1.7.4 and 7.4.7.1. in addition.
See sections 7.1.7.4, and 7.4.7.1.
See section 7.3.7.6.