Home Elements for a Diagnosis of the Spanish Educational System
7 - Conclusions and recommendations (continued)


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The opinion the teaching staff has of itself

  1. As one could surely expect, it provides a mainly positive view of its identity and activities. All the research methodologically carried out on self-evaluation formulas must ensure that the resulting image is inevitably improved. In this diagnosis, we were able to note that, not only in this case, but also in that related to family and school relations and, to a contract extent, as to school operation. Although there are statistical techniques to neutralise this glowing self-assessment effect to some extent, the Committees preferred not to use them, above all because they trust that the good sense of the readers will instinctively implement certain reduction mechanisms, thus openly overcoming the somewhat artificial and always arguable efficiency of such techniques.
  2. In any case, neither the survey prepared contained only aspects of self-assessment, nor was it the only resource used methodologically by the Committee in charge of studying the teaching profession. Resorting to debates for open discussion and consultation among notable experts was one of the contrasting elements to provide a more balanced interpretation of the answers to the questionnaire. One is conscious, however, that other exploration and diagnosis methodologies could have been used, such as for example, the evaluation performed by the main "customers" the teacher has (students and parents), that performed by specialised bodies (the Inspectorate, for example) or by outside observers (teachers from other schools, university experts, international observers, experts in human resources, etc.), in analyzing the tasks according to objectives, etc. The Committee considered, however, that to start from an exercise in self-reflection and self-assessment was the most pertinent under the present circumstances.


THE IMAGE OF THE TEACHER: FROM RHETORIC TO REALITY

  1. There are many reasons to consider that the image society has of the teacher in general, and that Spanish society in particular has of the Spanish teacher, is not negative at all. However, the Spanish teachers - especially perhaps those in secondary education - do not see it that way. They rather think that, apart from more or less interested or opportunistic rhetorical statements, society preferably portrays - above all in the media, but also in the despising treatment and usual lack of social appreciation - a negative image, inclined more to emphasise occasional conflicts than the positive daily actions; and also think that when negative information on teachers arises, nobody usually does anything to defend them: neither the authorities nor parents. One may read in the relevant Report; "we are faced, at least, with a problem of hypersensitivity as to the criticism that appears in the media".
  2. As a contrast to this image, Spanish secondary education teachers have a solid, good opinion of themselves. According to the answers provided in the survey, they do not initially show, at least in most cases, a self-image or vocational identity crisis. They consider themselves, first of all, attracted by and identified with their profession, which they mainly qualify as a vocational task of high social impact (instructive, pedagogical and ethical). They consider themselves very dedicated to their profession, concerned with rigorous fulfilment of their responsibilities. They show a considerable desire to improve themselves professionally and understand that, with the necessary precaution, their teaching task as may and must be evaluated. Definitively, the Spanish teachers in the Secondary Education appear to be professionals competent, joyful and dedicated to their work; and, although it may be necessary to tone this down a little bit, their answers seem sincere and convincing. In general terms, although without excessive differences between each other, teachers in the private sector seem more convinced of all this than those in the state sector. In the latter, those original from Primary Education seem to be more convinced than those from Secondary Education. In any case, these would be a case of detailed specification, to which not much relevance must be granted. The main point is that teachers express professional self esteem and appreciation of their work, which undoubtably is an important asset when considering the important shortcomings that, as we have seen, are considered in the results of schooling in our country. One must state the existence of an identity crisis among a sector of the teaching staff that has also come to light, above all at the Debates, due board all to the new requirements society continually seems to burden the teachers with, by turning certain social problems (unemployment, drugs, crisis of values, juvenile delinquency, etc.) into educational problems.
  3. The majority feeling of self esteem shown by Spanish teachers definitely must not be received with indifference or scepticism, but rather, on the contrary, be reinforced, especially at such moments as the present ones. This is not only due to it being convenient, but rather because it is strictly fair and matches the truth of the facts. As one may see from this global diagnosis Report, an overwhelming majority of Spanish parents have a highly positive concept of the teachers of their adolescent offspring, who they appreciate and with whom they have relations that perhaps are not close or frequent, but almost always cordial and peaceful (situations of conflict with teachers are very scarcely referred to by the parents in their answers). This is an astounding fact, which must be well known to the teaching staff. One must also add, to previous appreciations in the same tone, as for example, some made by the Inspectorate, or those already stated in the Report on primary education published by the INCE in 1997. The Report on School Operation also included in this diagnosis, indirectly provides some data on the matter when, for example, it shows how the majority of the members of the educational community apart from the teaching staff do not consider there are conflicts between the teachers, or when stating that there are generally very few clashes between parents and teachers.
  4. Everything said is of special importance at a time when, indeed, teachers are being required to perform increasingly more ample and difficult duties, for which, moreover, they have not been trained sufficiently, indeed on occasions at all. This is, for example, the case of the tutorial function, or the duties to participate in school management, or adequate treatment of students with special educational needs, or the correct approach to diversification and individualisation of teaching in a comprehensive context, etc.


LEARNING THE TEACHING PROFESSION: DEFICIENCIES AND POSSIBLE MEANS OF SOLUTION

  1. As aforementioned, teachers generally consider themselves competent, although this does not mean they conform of any kind as to the initial training received. Much to the contrary, they are very much aware of their deficiencies in this sense, and have emphasised these abundantly in their answers to the survey as well as during the Debates. As expected, the different groups refer to their specific problems, which only partially coincide. While those from EGB miss specific aspects of training, those from Secondary denounce the practical absence of training in key pedagogical, theoretical and above all practical aspects, such as those related to programming and evaluating teaching, dealing with adolescents, school organisation, etc. The courses leading to the Certificate in Pedagogical Aptitude (CAP) organised pursuant to the previous legislation (and not even required in all cases) are mainly considered unsatisfactory, scarce on time and content, not practical at all, separated within the university, taught by an unstable teaching staff, hardly motivating. They have little to say about the new Pedagogical Qualification Course at present, because it has scarcely been implemented. It is thus not possible to predict whether this new course will provide a valid alternative to the previous CAP.
  2. There is no lack of suggestions to improve things. It seems clear to all that there is a demand for a solid general training in the matter to be taught, carried out by the universities, also open to titles that in turn allow non teaching professional alternatives. However, it seems useful that, as optional or freely configured subjects, the university may also offer subjects to facilitate later dedication to teaching. One must not underestimate the need for a postgraduate course aimed, above all, at providing the teacher with the appropriate pedagogical knowledge, as in fact is usual in all or almost all European countries, and is also foreseen in Spain; the matter lies in finding a satisfactory solution to the term, intensity, objectives and contents of this course, granting it, in any case, the place deserved by practical training, linked to reality. In all other aspects, it seems in any case necessary not to establish a complete rift between ending that course and beginning professional activity at an institution; during the first period of such, it is important for the teacher to be duly tutored by an expert colleague and to have someone to turn to in order to solve theoretical and practical doubts. To sum up, the Educational Authorities should study the matter most carefully, ensuring they do not repeat old failings, and as urgently as required by the newly formed body of teachers.
  3. However, as the Report on the Teaching Profession points out, due to the present demographic evolution of ESO teaching staff, it will substantially have to cope with its present resources, which means it is even more urgent to solve the matter of updating, readaptation to new tasks, of their vocational improvement. Evaluations by the teachers in the survey by Committee II and the opinions provided during the Committee IV debates, express the need to reconsider the diverse types of Teacher Training Schools and to allow the university a greater role in the training activities.
  4. In fact, as to institutions, the secondary education teaching staff considers the university institution the most ideal to prepare training update programmes. However, this is not the usual procedure for the ongoing training they recommend to a great extent. Perception of the usefulness of the different modes of training shown in the questionnaire and at the debates was very diverse, although that considered most useful was undoubtedly "training at schools", that is, self-training at the actual schools during the working day, to thus allow reflection on the practice. This opinion, that tends to coincide with trends that are now very active in countries with a high educational development, should be paid special attention by the competent authorities and by the respective officers in charge. Nowadays, thanks to the existing technological resources, this means of training and improvement could be especially appropriate and efficient.


BETWEEN MOTIVATION AND DEMAND

  1. In fact, a great deal of the desirable ongoing training could take place through greater help or support for the teaching role. Teachers in general have the impression that the support they receive from their respective Administrations and their specialised bodies is very scarce in this sense. The solution is not to flood them with printed paper or more or less ruling or orienting provisions, but to motivate them to act better by granting them the indispensable time and resources. This support would have to be provided, from the offset, to solve the main problems they face, especially in this period of transition, such as those related to better performance of the tutorial tasks, to the practical way to solve specific cases of differentiation or individualisation in teaching, the forecast and planning systems in teaching and syllabus development.
  2. To sum up, teachers seem to expect that greater or lesser motivation is not something they are to bear on their own, but favoured by specific measures by those responsible for educational policy. In answer to the question as to how one may compensate the teaching staff to recognise their special dedication and professional quality, the most widely accepted proposals are: to improve the student/teacher ratio, followed by an improvement in retribution and by the opportunity of vocational training on courses. The fact is that the student/teacher ratio has dropped drastically in recent years, but it is also true that there are situations in which teachers still have to deal with heterogeneous groups of 25 and 30 students, and this leaves little margin for attempts at diversified and, much less, individualised education. In any case, this is a matter one would have deal with in a flexible manner, in communication with those concerned, to avoid over or underprivileged situations.
  3. If the support required is really provided, the teaching staff does not seem to shy away from ongoing or periodic evaluation of its work. Interesting clues may be obtained from the answers to the questionnaires and the debates as to this. The first of these is, perhaps, that evaluation of the teaching staff must be considered in a more ample framework of evaluation, which considers the overall efficiency of the school. The second is mainly related to training, that is to say, aimed above all at improvement in the teaching functions of each teacher. The third, is for it not to be imposed by coercion from outside, but rather preceded by a culture of evaluation and self-assessment to make each teacher see his usefulness and convenience. Within this setting, the teaching staff seems to admit the diagnosis function of these evaluation processes, as long as carried out in an absolutely transparent way and if the repercussions it will have are known beforehand. Perhaps considering all these reflections one may understand the distrustful attitude to such matters shown by the teachers better, as to the far away instances, most specifically the Education Authorities and external evaluators, who they place last when asked who they consider should evaluate the teaching staff. Their preference for colleagues at work, for the school management, for the teaching and orientation departments and, then, the School Council, must be understood in the light of the foregoing.

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