La (No)Evolución de la formación inicial de los profesores de primaria en España en los últimos 40 años vista a través de TALIS

Abstract

The Spanish educational model presents an evident blockage in its results shown by the main international indicators. The recent publication of TALIS offers the possibility of assessing whether this blockage is also visible through the Initial Training of Elementary Education teachers. The main contribution of this study is to analyze the evaluations of Elementary Education teachers in Spain according to the year of completion of their Initial Training, being able to establish an evolution of Initial Training in Spain over the last 40 years (1978- 2018), an issue that has not been previously addressed in another study. Using the extensive TALIS 2018 database with 7246 Primary Education teachers in Spain, an evolutionary and correlational study is carried out using polynomial trend lines, correlations and the Chaid Tree classification technique, showing the evolution of the main knowledge and subjects included in the Initial Training of teachers in the last 40 years and their link with the feeling of feeling prepared for their professional work as teachers. The polynomial functions obtained in the trend lines for each knowledge, subject and feeling of feeling prepared indicate that in the last 40 years there has been a non-evolution of Initial Training in Spain, being the facilitation to the students of the transition to higher levels the most influential knowledge in the feeling of feeling prepared in the teacher.

DISCUSSION: There is a great congruence between the blockage of the Spanish Educational Model observed in the main international indicators and the blockage of Initial Teacher Training, so they could be linked. It is recommended to reform Initial Teacher Training to assess whether it is possible to break this stagnation.