The Autonomous Regions
The differences that may arise between the different Autonomous Regions, as well as between these and the heterogeneous set called the "Ministry of Education and Culture Territory" are not as important as those which arise between different types of teachers. There are differences between schools. Relations between Secondary Education teachers, Primary School teachers assigned to ESO and Vocational Training Technical Teachers are interschool differences, differences between sets that are physically much nearer.
From the point of view of groups by Autonomous Regions, there seem to be scarce differences in the aspects related to evaluation and acceptance of the theoretical components of the educational reform. Galicia seems to accept the intentions expressed in the syllabus the most, the same as Catalonia. However, the former has less acceptance of the convenience of flexible contents and the latter does not have such a positive opinion of integration of students with special educational needs. The greatest discrepancies when planning based on the reform arise between Catalonia and the Basque Country, which are more favourable to such planning, and Galicia and the MEC Territory, that are the least favourable (graph 17). The Basque Country and Valencia are the regions that most favour an innovative and participative methodology and Valencia the least in favour of lecturing. The teachers in the "MEC Territory" accept the institutional advisory bodies, but not the intentions of the LOGSE.

Graph 17. Differences in subject planning by Autonomous Regions
The differences, however, are more evidently shown by the use of teaching techniques and resources. In this sense, the teachers in the Basque Country are those with the greatest appreciation of the technical elements forming the syllabus that are innovative in nature, followed by teachers from Valencia. Galicia and the MEC territory have the greatest appreciation of the traditional and conventional means and resources (graph 18).

Graph 18. Differences in use/appraisal of resources by Autonomous Region
The characteristics of the differences and their interschool nature are the prevailing factors of dimension appraisal by Autonomous Regions.