e-Pedagogium 2015, 15(2):62-74 | DOI: 10.5507/epd.2015.017

The introduction of a competence-based curriculum in Spain: From the Primary school to the training of teachers

Jordi Pamies, Asuncion Blanco, Jesus Granados Sanchez, Maria Villanueva
Jordi Pàmies, Asunción Blanco, Maria Villanueva, Facultat de Ciències de l'Educació de la UAB, Universitat Autònoma de Barcelona, Campus Universitari, 08193 Bellaterra, Spain, E-mails: Jordi.Pamies@uab.cat; Asuncion.Blanco@uab.cat; Maria.Villanueva@uab.cat
Jesus Granados Sanchez, School of Education, College of Social Sciences, University of Glasgow, St Andrews Building, 11 Eldon Street, Glasgow, G3 NH6, United Kingdom, E-mail: Jesus.GranadosSanchez@glasgow.ac.uk

In the last years, most of the educational systems in Europe and elsewhere have shifted to a competence-based approach. The aim of this paper is to present how the main Spanish educational reforms of 2006 and 2013 have incorporated the concept of competence, and how it has been used to structure the curriculum in Primary and Secondary Education. The paper defines the competences of compulsory education and their main features, and it also highlights how the shift in policy has affected in the typology of competences. The study is based on a document and content analysis methodology and is focused in Spanish educational laws, at both national and regional level. The paper ends with the implications the competence-based curriculum has on initial teacher training and showcases how the Universitat Autonoma de Barcelona has implemented it in the degrees of the Faculty of Education.

Keywords: Competences, Spanish educational system, teacher training, Primary school degree, curriculum, professional master degree in teaching

Published: April 1, 2015  Show citation

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Pamies, J., Blanco, A., Granados Sanchez, J., & Villanueva, M. (2015). The introduction of a competence-based curriculum in Spain: From the Primary school to the training of teachers. e-Pedagogium, 15(2), 62-74. doi: 10.5507/epd.2015.017
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