Education proposes a new model to be a teacher with entrance exam and paid practices | Society


The Ministry of Education proposes profound changes in teacher training. Among the most relevant, the department of Pilar Alegría proposes that there be a specific test to access the Teaching career, something that communities such as Catalonia and the Balearic Islands already have but that does not exist in general. It also suggests another test and changes in the compulsory master’s degree, more practical and better tutored training, modifications in oppositions and in the requirements to work in private centers.

The document with 24 reform proposals to improve the teaching profession, to which SER has had access, points out that these ideas “are presented to the educational community with the aim of focusing the debate and establishing the perimeter of the normative proposal that our educational system needs around the new model of the teaching profession. Therefore, these proposals are not intended to be exclusive or to exhaust those that could result from the dialogue process. The ministry has presented the document and started the negotiation this Thursday with unions and autonomous communities.” The text supposes to comply with what is established in the new education law that gives a term of one year after its approval to present a proposal of this type. These are the main

Entrance test for infant and primary grades

This test to access the teaching career would evaluate the communicative, mathematical and critical reasoning competence, among other skills, of the new teacher candidates. This test does not exist in general, although communities such as Catalonia do have it. The Ministry points out in the document that “in recent years a current has begun that is committed to establishing an entrance test with the aim of ensuring that students have the initial skills that will allow the development of the teaching skills necessary to guarantee the quality in professional practice.

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Changes in the compulsory master’s degree

The ministry also suggests a test to access the compulsory master’s degree for children and primary and toughen the access requirements for secondary specialties. It is about preventing students from choosing to teach in specialties that are not related to the career they have studied: being a biology teacher if they have studied mathematics, for example. It is also proposed to expand didactic training in careers such as History or Philology that, in many cases, end up focused on teaching: “The generalization of subjects linked to teaching can be promoted, particularly, didactics of the areas and subjects in degrees that they are usually chosen by students who decide to pursue a teaching career. In this way, it would be ensured that those students who choose to take the Master’s Degree in Teacher Training have prior knowledge of the didactics of their subject, facilitating the incorporation of professional teaching skills”.

The ministry highlights in the document the excess of aspiring teachers who leave the faculties each year: “The graduates in 2019-20 were 29,499 Masters, compared to almost 12,000 vacancies due to retirement. And 37,262 graduates of the Master in that course, compared to the almost 10,000 vacancies due to retirement. To these must be added the retirements (about 1,000) of the extinct body of Vocational Training Technical Teachers”. It also recalls the lack of places in some “specialties of the Master’s Degree in Teacher Training, especially, although not only, in the field of Vocational Training”

More practices and a dual model

The ministry wants to extend the dual FP model to teacher training. This would allow students to carry out paid internships while studying. The student will be supervised by a tutor about whom it is said that “the identification of excellence among active teachers must be achieved so that it can be used in training and in mentoring future teachers. Qualification as a tutor internship must be accompanied by recognition and compensation for the function performed”. The ministry also wants to expand the internships in the secondary master’s degree: “The necessary expansion of this Practicum module will allow the modification of the regulation of internships in educational centers, seeking student autonomy and promoting co-teaching. In addition, The role of the internship tutor must be reinforced by improving the selection and having greater recognition”.

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New model of access to the profession

“The current access system must be reviewed to guide it towards a modern and stable system that guarantees that the best teachers are selected. The access process as a whole must be attended to, focusing on aspects such as the competition phase, the period of practices, the syllabi of oppositions, etc., which will entail the modification of the corresponding norms”. Therefore, there is a need to make changes in the oppositions, in the agendas and in the practices: “In a similar way to the previous reference that has been made about the practices of Initial Training, it is necessary to reflect on the period of practices of the entry systems, access and acquisition of new specialties in teaching bodies The practices that must necessarily be carried out after passing the competition-competition exercises should be understood as a process of initiation into the teaching profession and be articulated in accordance with Therefore, they must be developed in educational centers, following a well-defined training plan (as is done in other areas of the public function), tutored by experienced teachers and carefully evaluated upon completion. , they must be selected from among the active professors considering that they will act as mentors”. This new internship model has been baptized as PDI (Process of Initiation to Teaching).

private centers

The aim is to unify the requirements and conditions with which teaching is accessed in private centers: “mechanisms will be explored that allow organizing professional initiation systems similar to the one established for new teaching officials. On the other hand, if it is decided to modify the regulations referring to teaching specialties, the regulation of the conditions of qualification and training that teachers of private centers must possess should also be subject to review”.

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Teaching profession: evaluation and recognition

The ultimate goal of the negotiation that begins today is “to design a professional career model” that includes the evaluation of teachers “this evaluation must be based on a self-assessment report, assess the specific aspects of the teaching function within the framework of autonomy center, have the participation of various governing bodies and teaching coordination of the center and with that of the inspection service and combine their voluntary application -linked to certain positions- with the obligation to participate in those training actions that must be passed to access the performance of the managerial function or overcoming the internship phase, among other positions” and the recognition of good professional development “configuring itself in a system that contemplates the various possibilities of the teaching career linked to complementary remuneration”.


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George Holan

George Holan is chief editor at Plainsmen Post and has articles published in many notable publications in the last decade.

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