Tendencias en la formación de pedagogos en España: un análisis comparativo

The diversity of profiles of the pedagogy professional shows the profuse competences that are expected of this figure and directs the gaze towards the training plans that try to respond to them. The aim of this article is to identify current trends in teacher training in the study plans of Spanish universities. Method: By documentary review, it analyses the presence and weight of the areas of knowledge in the curricula of the Bachelor’s Degree in Pedagogy in a sample of 10 Spanish universities in the academic year 2020/2021. Results: Four trends in the training of Spanish teachers are identified: a) balanced curricula that offer students a holistic initial training; b) transversal or professionalising curricula that are characterised by their emphasis on the attention of specific groups and/or in specific contexts; c) disciplinary curricula, which stand out for their marked theoretical and academic orientation; and d) didactic curricula, which show a training that is mainly oriented towards performance in the school environment. Conclusions: The conclusions point to a diversity of approaches in the training of pedagogues which can be analyzed as an advantage, due to the possibilities of choice of universities offered, but also as a disadvantage considering the need to homogenise the training and professional performance of pedagogues throughout the Spanish territory.