Función docente y formación inicial del maestro de educación primaria en castilla y león

Abstract

The aim of this paper is to draw a comparative analysis between the content of the curriculum established by the public Universities in Castilla y León, Spain (University of Burgos, University of León, University of Salamanca and University of Valladolid) in the Primary School Teacher Degree, and the teaching duties included in the legislative framework of the Spanish Education Law LOE-LOMCE referred to teachers of that stage. From the qualitative study of the subjects descriptors included in that Degree, an analytical crosscut correlation is made with the aim of validating an approximation of the initial training teaching model as a predictor of the professional development for future graduates, and additionally, the correlation between the training requirements designed and the ones implemented in the context of university education. Finally, the analysis shows there is not a good balance between the curriculum of the Degree and the regulatory requirements of the teaching duties, being particularly low in the areas of family-school relationship and development of participation and organization in schools