El acceso a la profesión docente al cuerpo de maestros de primaria en España. Un análisis comparado

Abstract

Improving the access to the profession has an impact on students' learning outcomes and performance. The teacher recruitment system in public schools in Spain is regulated by the Autonomous Communities. The requirements, variables and conditions established mark the model of the teacher and the profession. The aim of this study is to carry out a comparative analysis of the public calls for the teacher recruitment system for the primary level and to analyse the competences that are assessed. After a documentary analysis of the legislative texts of the calls for applications, it is observed that there are some significant differences in some of the three phases of the process.  The results show that the teaching competences most highlighted by principals and teachers, such as personal (socio-emotional) and interpersonal (teamwork) competences, are not considered in the selection process. Improvements are proposed in the internship phase to enable assessment in terms of the competences required for teaching in today's classrooms.