Abstract

COSTA RICO, Antón. Políticas y problemática de la formación del profesorado en España (1969-2004): la Revista de Educación en el contexto de la agenda educativa internacional. Rev. Diálogo Educ. [online]. 2009, vol.09, n.27, pp.215-248. ISSN 1981-416X.

The present contribution is of a socio-historical nature and aims to present and explain how there was an amalgamation of policies during the last thirty years of the 20th century - those of the transition to and consolidation of political democracy - insofar as empirical practices, educational policy and academic reasoning, of an international scope in this case, with regard to non-university teaching staff. It is maintained that empirical practices were, above all, out of tune with respect to those policies that had been drawn up in other fields, due to the fact that they were kept on a more artisan and conservative plane; nevertheless, this did not stop the appearance of demonstrations of this empirical practice at the hands of different sectors of the teaching staff, who had liberalpragmatic convictions in some cases and socio-critical in others. During the nineteen eighties and nineties, all these manifestations had a clear-cut degree of common ground with the field of reasoning, above all in the socio-critical context and with reference to the “reflexive teacher” model. To this respect, it is worth highlighting the role played by the institutional and academic journal Revista de Educación (Education Review), and the significance of the Institutos rexionais de Ciencias da Educación (Regional Teacher Training Institutes) and of the Centros de profesores (Teacher Centres), as administrative structures for teacher training and as representative images of the two policy trends with respect to teacher training.

Keywords : Teacher Training; Efficient Teacher; Reflexive Teacher; Fields; Educational Policy.

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