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Spain:Continuing Professional Development for Teachers Working in Early Childhood and School Education

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Overview Spain

Contents

Spain:Political, Social and Economic Background and Trends

Spain:Historical Development

Spain:Main Executive and Legislative Bodies

Spain:Population: Demographic Situation, Languages and Religions

Spain:Political and Economic Situation

Spain:Organisation and Governance

Spain:Fundamental Principles and National Policies

Spain:Lifelong Learning Strategy

Spain:Organisation of the Education System and of its Structure

Spain:Organisation of Private Education

Spain:National Qualifications Framework

Spain:Administration and Governance at Central and/or Regional Level

Spain:Administration and Governance at Local and/or Institutional Level

Spain:Statistics on Organisation and Governance

Spain:Funding in Education

Spain:Early Childhood and School Education Funding

Spain:Higher Education Funding

Spain:Adult Education and Training Funding

Spain:Early Childhood Education and Care

Spain:Organisation of Early Childhood Education and Care

Spain:Teaching and Learning in Early Childhood Education and Care

Spain:Assessment in Early Childhood Education and Care

Spain:Organisational Variations and Alternative Structures in Early Childhood Education and Care

Spain:Primary Education

Spain:Organisation of Primary Education

Spain:Teaching and Learning in Primary Education

Spain:Assessment in Primary Education

Spain:Organisational Variations and Alternative Structures in Primary Education

Spain:Secondary and Post-Secondary Non-Tertiary Education

Spain:Organisation of General Lower Secondary Education

Spain:Teaching and Learning in General Lower Secondary Education

Spain:Assessment in General Lower Secondary Education

Spain:Vocational Lower Secondary Education: Basic Vocational Training cycles

Spain:Organisation of General Upper Secondary Education

Spain:Teaching and Learning in General Upper Secondary Education

Spain:Assessment in General Upper Secondary Education

Spain:Organisation of Vocational Upper Secondary Education

Spain:Teaching and Learning in Vocational Upper Secondary Education

Spain:Assessment in Vocational Upper Secondary Education

Spain:Post-Secondary Non-Tertiary Education

Spain:Higher Education

Spain:Types of Higher Education Institutions

Spain:First Cycle Programmes

Spain:Bachelor

Spain:Short-Cycle Higher Education

Spain:Second Cycle Programmes

Spain:Programmes outside the Bachelor and Master Structure

Spain:Third Cycle (PhD) Programmes

Spain:Adult Education and Training

Spain:Distribution of Responsibilities

Spain:Developments and Current Policy Priorities

Spain:Main Providers

Spain:Main Types of Provision

Spain:Validation of Non-formal and Informal Learning

Spain:Teachers and Education Staff

Spain:Initial Education for Teachers Working in Early Childhood and School Education

Spain:Conditions of Service for Teachers Working in Early Childhood and School Education

Spain:Continuing Professional Development for Teachers Working in Early Childhood and School Education

Spain:Initial Education for Academic Staff in Higher Education

Spain:Conditions of Service for Academic Staff Working in Higher Education

Spain:Continuing Professional Development for Academic Staff Working in Higher Education

Spain:Initial Education for Teachers and Trainers Working in Adult Education and Training

Spain:Conditions of Service for Teachers and Trainers Working in Adult Education and Training

Spain:Continuing Professional Development for Teachers and Trainers Working in Adult Education and Training

Spain:Management and Other Education Staff

Spain:Management Staff for Early Childhood and School Education

Spain:Staff Involved in Monitoring Educational Quality for Early Childhood and School Education

Spain:Education Staff Responsible for Guidance in Early Childhood and School Education

Spain:Other Education Staff or Staff Working with Schools

Spain:Management Staff for Higher Education

Spain:Other Education Staff or Staff Working in Higher Education

Spain:Management Staff Working in Adult Education and Training

Spain:Other Education Staff or Staff Working in Adult Education and Training

Spain:Quality Assurance

Spain:Quality Assurance in Early Childhood and School Education

Spain:Quality Assurance in Higher Education

Spain:Quality Assurance in Adult Education and Training

Spain:Educational Support and Guidance

Spain:Special Education Needs Provision within Mainstream Education

Spain:Separate Special Education Needs Provision in Early Childhood and School Education

Spain:Support Measures for Learners in Early Childhood and School Education

Spain:Guidance and Counselling in Early Childhood and School Education

Spain:Support Measures for Learners in Higher Education

Spain:Guidance and Counselling in Higher Education

Spain:Support Measures for Learners in Adult Education and Training

Spain:Guidance and Counselling in a Lifelong Learning Approach

Spain:Mobility and Internationalisation

Spain:Mobility in Early Childhood and School Education

Spain:Mobility in Higher Education

Spain:Mobility in Adult Education and Training

Spain:Other Dimensions of Internationalisation in Early Childhood and School Education

Spain:Other Dimensions of Internationalisation in Higher Education

Spain:Other Dimensions of Internationalisation in Adult Education and Training

Spain:Bilateral Agreements and Worldwide Cooperation

Spain:Ongoing Reforms and Policy Developments

Spain:National Reforms in Early Childhood Education and Care

Spain:National Reforms in School Education

Spain:National Reforms in Vocational Education and Training and Adult Learning

Spain:National Reforms in Higher Education

Spain:National Reforms related to Transversal Skills and Employability

Spain:European Perspective

Spain:Legislation

Spain:Institutions

Spain:Bibliography

Spain:Glossary

Continuing professional development is both a right and a duty of all teachers. They can voluntarily enrol in training activities which involve the regular updating of their scientific, educational and professional expertise.

The Education Authorities are responsible for planning, organising and recognising continuing professional development within their jurisdiction providing teachers with a wide range of activities.

Organisational aspects

The 2013 Act on the Improvement of the Quality of Education, which modifies the 2006 Education Act, lays down several guidelines for the in-service training programmes offered by the Education Authorities of the Autonomous Communities. These guidelines are: to adapt knowledge and teaching methods to trends in science and specific teaching methodologies; to offer training related to coordination, guidance, tutorship, attention to diversity and school organisation; to establish training programmes in Information and Communication Technologies (ICT) and foreign languages; to promote educational research and innovation programmes; and to provide specific training as regards equal opportunities between men and women, and coeducation.

The Spanish Ministry of Education, Culture and Sport, through the Spanish Institute for Education Technologies and Teacher Training (INTEF), annually determines the priority guidelines of in-service teacher training programmes. For 2015, the priority guidelines established by the Institute for in-service teacher training programmes are the following:

  1. Multiple literacies.
  2. Teachers' digital competence.
  3. Creativity and entrepreneurship.
  4. Foreign languages.
  5. Treating diversity.
  6. Scientific culture.
  7. Management skills.
  8. Healthy lifestyles.

The Institute also establishes the relevant agreements with other institutions to this end.

In addition, the Autonomous Communities are also free to establish their own priority guidelines, taking into account the training needs of the teaching staff within their jurisdiction. This implies that both the content of the training and the institutions in charge of its provision differ from one Autonomous Community to another.

All Autonomous Communities have a network of institutions which provide teacher training activities. Although they have different names, the most widespread is Teachers and Resource Centres. Their tasks and powers are related to the organisation and development of the training plan within their area of action, the promotion of interinstitutional working teams supporting the dissemination of knowledge, the provision of resources to the teaching staff to contribute to the development of their teaching activity and the improvement of educational innovation. These institutions are responsible for a variable number of primary and secondary educational establishments to which they provide support in relation to professional development and resources or guidance to carry out innovation or improvement initiatives.

In all the Autonomous Communities there are also other institutions involved in the continuing professional development of teachers, such as university departments, institutes of education, professional associations, unions or educational reform movements.

Continuing professional development can be implemented through in-person or on-line courses, seminars and working groups or training projects in educational institutions. Teachers can take part in these activities out of their teaching hours, during the hours spent in the school or during working hours if they are carried out outside the educational institution. To take part in some of these activities, teachers may have to comply with several admission requirements usually related to their university qualifications or teaching experience in certain educational levels.

Incentives for participation in continuing professional development activities

Undertaking in-service teacher training is optional but has specific effects on teachers’ professional career, regardless the ownership of the educational institution where they work. Some of these effects are: merits in public competitive examinations or receiving additional rewards. In 2011 several agreements have been reached, in terms of continuing professional development for teachers, between the MECD and the regional Ministries or Departments of Education of the Autonomous Communities:

  • The recognition of teachers training activities: the Education Authorities must recognise the training activities, research and innovation carried out by teaching staff out of the jurisdiction of the target Education Authority, providing that they have been previously accredited by the Education Authority where they were implemented. The recognition of the said activities is considered a merit in any call including the assessment of continuing professional development activities.
  • The recognition of additional rewards to teachers, related to the implementation of training activities:
  1. Recognition of training activities carried out by teachers out of the juristiction of the target Education Authority, as long as they have been previously recognised by the Education Authority where they were implemented, in order to receive the specific additional remuneration for continuing professional development (bonus for every five-year and six-year periods in service). For detailed information on this specific additional remuneration, see the article on Conditions of Service for Teachers Working in Early Childhood and School Education.
  2. Certification and recognition, by the relevant Education Authority, of the number of bonus for every six-year period in service.
  3. Certification and recognition, by the target Education Authority, of the training activities implemented during the current bonus for every six-year period in service, to those teachers moving for working in other Education Authority. For those teachers having been working for five years, the activities performed involve 90% of the recognition of the bonus for every six-year period in service to be consolidated; 80% of the bonus for every four-year period in service; 60% of the bonus for every three-year period in service; 40% of the bonus for every two-year period in service; and 20% of the bonus for every one-year period in service.

The recognition of the said activities is carried out according to the regulations and criteria on continuing professional development activities of the Education Authority to which teachers belong. It has effect on all the calls, competitions or administrative actions considering to assess these continuing professional development activities.

On the other hand, the Education Authorities of the Autonomous Communities encourage the development of paid study leaves for teachers working in public educational institutions, with the aim of promoting their participation in activities regarding training and education research and innovation.

In-service teacher training provided by public institutions is free of charge. As for the activities offered by other institutions, there are financial aid for participants to help defray costs.