A Competency-Based Approach to Improve the Selection of Applicants for Initial Teacher Training in Early Childhood and Primary Education in Spain

Abstract

In this conceptual review, we explore the selection processes for teacher education candidates in Spain. Our analysis aims to uncover opportunities for enhancing the educational system through the implementation of more rigorous selection procedures. Commencing with a comprehensive diagnosis of the current state of selection processes in Spain, our examination involves identifying existing gaps and proposing potential solutions to rectify these deficiencies. We advocate for the adoption of a competency-based approach, rooted in theory and research, which encompasses the evaluation of non-academic attributes. This strategic shift has the potential to significantly elevate the quality and professional standing of the Spanish teaching workforce. The findings not only contribute to a nuanced understanding of effective candidate assessment and selection strategies but also extend their relevance to educational contexts worldwide.

Keywords: selection processes, teacher candidates, initial teacher education, assessment tools, teacher policies