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Spain:Education Staff Responsible for Guidance 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

Professionals in charge of guidance in non-university education institutions are career civil servant teachers, meaning that their initial training and their working conditions are, generally, with some exceptions, similar to the rest of the civil servant teachers.

At the classroom level, the class teacher, trough tutoring, is responsible for the guidance of pupils. This role is carried out by the teaching staff of the institution.

At Pre-primary and Primary Education levels, class teachers focus on the pupils’ satisfactory integration into the group of classmates, whereas at Secondary Education, they focus more on specific aspects of academic and professional guidance.

Class teachers are appointed by the school head from among the teaching staff of the educational institution, at the proposal, in most Autonomous Communities, of the head of studies, and for one-year period, which may be extended annually.

School counselors belong to the internal and external guidance structures that intervene directly in education institutions. These are normally called Educational and Psycho-pedagogical Guidance Teams, Specific Guidance Teams and Guidance Unit or Guidance Departments. For detailed information on educational guidance in non-university education institutions see the article on Guidance and Counselling in Early Childhood and School Education.

These professionals belong to the body of Secondary Education teachers, more specifically, they are specialised in Educational Guidance. In order to access this Body of Teachers in the mentioned specialisation, it is necessary to hold a Bachelor’s degree or equivalent in any discipline, although generally those who access this specialisation tend to hold Bachelor degrees or equivalent in Pedagogy, Psychology and Psycho-pedagogy. They must also hold the necessary pedagogic and didactic training, which consists in a Master’s degree in Teacher Training for Compulsory Secondary Education and Bachillerato, Vocational Training and Language teaching or the equivalent university Master’s degree, and pass the relevant open competition. For detailed information on initial teacher training and access to the profession of Secondary Education Teacher see the article on Initial Education for Teachers Working in Early Childhood and School Education.

School counsellors’ duties are to provide support, advice and specific guidance to all students at non-university levels, as well as to cooperate with the educational establishments and their teaching staff in the development of projects for different activities, tutorials, and academic and professional guidance. They are responsible for the psycho-pedagogical assessment of pupils and contribute to the work of the Pedagogical Coordination Committee or similar body in schools. They can work at one or more educational institutions.

In the Secondary Education institutions of some Autonomous Communities they also teach subjects related to their field, such as Psychology in Bachillerato.

Technical Teachers of Community Service (PTSC), school teachers specialised in Therapeutic Pedagogy (PT), school teachers specialised in Hearing and Speech (AL) also belong to the internal and external guidance structures mentioned above. They are in charge of carrying out measures for attention to diversity for students. For more information on these measures see the articles on Special Education Needs provision within Mainstream Education and Support Measures for learners in Early Chilhood and School Education.

PTSC belong to the Body of Technical Vocational Training Teachers but they are specialised in Community Service. In order to access this body and specialisation, it is mandatory to hold a Bachelor’s degree or equivalent in any discipline, although generally those who access this specialisation tend to hold Bachelor degrees or equivalent in Social Work, Social Education, Psychology, Pedagogy, Sociology, school teachers, etc. They must also hold the necessary pedagogic and didactic training, which consists in a Master’s degree in Teacher Training for Compulsory Secondary Education and Bachillerato, Vocational Training and Language teaching or equivalent university Master’s degree, and pass the relevant open competition. For detailed information on initial teacher training and access to the profession of Secondary Education Teacher see the articles on Initial Education for Teachers Working in Early Childhood and School Education and Conditions of Service for Teachers Working in Early Childhood and School Education.

PTSC are mainly responsible for identifying pupils with a low attendance record, analysing the causes of their problems, and guaranteeing their return and successful reintegration into school. In Secondary Education institutions of some Autonomous Communities they also teach subjects related to their field, in the training cycles which make up the Professional Family of Socio-cultural and Community Services or in basic vocational training cycles (which replace the former Initial Vocational Qualification Programmes).

ALs and PTs belong to the Body of School Teachers and hold the relevant specialisation. In order to access this Body it is necessary to hold a Bachelor’s degree of School teacher in Primary Education with the specialisation in Hearing and Speech or Pedagogic Therapy respectively, or other equivalent degrees in regards to teaching. For detailed information on initial teacher training and access to the profession of Secondary Education Teacher see the articles on Initial Education for Teachers Working and Conditions of Service for Teachers Working in Early Childhood and School Education.

ALs and PTs carry out teaching tasks related to attention to diversity pupils, preferably those pupils with special educational needs, serving as teaching assistants to other professionals of the education institution. For detailed information on the attention to diversity measures of pupils see the article on Special Education Needs Provision within Mainstream Education.