Disputas sobre la formación de maestros y maestras en el Siglo XIX
- Autores: Héctor Monarca
- Localización: Educación a través del conocimiento: Nuevas investigaciones e innovaciones / coord. por Delfín Ortega Sánchez, Verónica Onrubia Martínez, 2024, ISBN 978-84-1079-034-6, págs. 152-163
- Idioma: español
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Resumen
This sociohistorical essay examines the disputes between different models of teacher train-ing in practice in Spain in the 19th century. Accordingly, it studies the complex process of NormalSchools becoming consolidated as the triumphant model in the institutionalisation of initial teachertraining. That success was a result of disputes to control and legitimise certain practices, knowledge, andexpertise regarding the teaching profession and the field of education in general, as well as regardingthe institutions and legitimate actors responsible for transmitting and exercising them. The approach tothis matter is structured along two main lines: A) An analysis of historical models of teacher trainingthat coexisted in the 19th century. B) A comparison of the initial training received by primary educationteachers and that received by other professionals. The conclusions highlight the consolidation in Spainof a model of teacher training clearly devalued in comparison to other professions, which thus contrib-uted to the development of a tutelary profession and the configuration of a differentiated, fragmented,and hierarchical field of education.
