Trends in initial teacher education in the Faure Report and their impact on the Spanish educational reform of the General Education Law
Abstract
The reform of teacher education has been a central concern in international educational policy since the second half of the twentieth century. The UNESCO Faure Report (1972) identified key trends in this field, particularly the pedagogical orientation of teacher training and the need for institutional integration.
This study examines how these trends influenced the Spanish educational reform introduced by the General Education Law (1970) and its subsequent development. A historical analysis based on primary and secondary sources, including UNESCO documents, legislative records, and archival materials, is conducted.
The findings show that while the Spanish reform aligned with the international trends identified in the Faure Report, it did so in a limited and uneven way. In particular, the persistence of institutional dualism in teacher education and the separation between pedagogical research and practice have remained significant challenges over time.
The study provides historically grounded insights into current debates on teacher education reform, highlighting the long-term implications of institutional design and the difficulties of achieving coherent and integrated training models.
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