The teacher from the perspective of curricular, organizational and professional development

Abstract

This article analyses the new educational reality emanating from the legislative changes that have occurred in Spain in the last two decades, which are characterized by the growing demand for institutional autonomy in schools. Institutional autonomy is understood as the possibility members of the Centre have to make and put into practice decisions about the daily life of their institution, in accordance with the organizational culture itself that unfolds from the shared conception of the school. After a review of the concept of organizational culture and an analysis of the recent evolution of the process of curriculum development and its cultural implications, the article offers a framework for interpreting the new roles of the educational staff and the contributions that teachers can make to the new cultural reality in schools.