Lucía Herrera chairs the Conference of Deans of Education, an entity that brings together academic leaders from 85 Spanish faculties and which has just put on the table its proposals for reforming teaching diplomas and the master’s degree to become a secondary teacher with the aim of adapting teacher training to new times and making it more demanding. Born 52 years ago in Quart de Poblet (Valencia), where her father was stationed as a civil guard, and raised in Jódar (Jaén), since 2020 she is dean of the Faculty of Education of Melilla, which is part of the University of Granada, and lives and works in the autonomous city.
Ask. Why is it necessary to take a teaching entrance test, with language, mathematics and socio-emotional skills exams like the one you offer?
Answer. Education degrees are in high demand. And not everyone who registers has the necessary profile to devote themselves to teaching. If we want to produce good teachers, we must select those with the appropriate skills and attitudes. Including attention to diversity, teamwork or critical and reflective thinking. Evidence from universities, in Spain and abroad, which carry out access tests, shows that, despite the drop in demand, the access score increases and those selected demonstrate greater commitment to the degree. We, the faculties, also need to train, but we need a starting level to work with, especially in language and mathematics, which are instrumental skills.
Q. And why should there be a master’s entrance test to become a secondary school teacher?
A. On the one hand, you must also start with a good knowledge of your discipline, which will be part of the test. And on the other hand, because many do not do the master’s degree because they have a vocation for education, but rather as a second option. Secondary school students are in adolescence, in full development of their personality, and teachers must not only dedicate themselves to working on their subject, but also watch over their development. Not everything happens in education. We need professionals who are engaged with what they will encounter in the classroom. We must select the best to devote themselves to education.
Q. His idea is that the test be carried out by each university. Is there not a risk that, in particular certain private companies, they will make the test very simple so as not to lose customers?
A. There should be a general agreement and regulations applicable to all universities, public or private. If at least some national minimums are not set, we run this risk.
Q. Why should the teaching diploma be extended to five years and the secondary master’s degree to two years?
A. In early childhood and primary school, many soft skills need to be addressed. The new university regulations also indicate that the honors (to be a specialist teacher of English, music, physical education, etc.) must increase from the current 24 credits, which is very few, to 48. If we also want to increase practical training, which is very important and must be better supervised, all this implies an additional academic year. And the same thing happens with the master. This is something all deans agree on.
Q. Education historically lasted a three-year degree, while it took five years to be a lawyer and six years to be a doctor. What does this say about the Spanish vision of the teaching profession?
A. Education has often been seen as Cinderella. And at the same time, more and more responsibilities were entrusted to him.
Q. Does the idea of teaching as an undemanding career persist?
A. Yes, it lasts, and it must change. Investing in education must be a state affair.
Q. His proposal to reform the primary teaching career was approved with division in the faculties of education. One sector considers that there is not enough emphasis on learning subject-specific didactic knowledge such as language, mathematics or social skills.
A. When we say that it is necessary to provide general and specific skills to a primary school teacher, we are also betting precisely on the strengthening of this disciplinary didactic training, which may not be sufficient. It’s about knowing what professional profile we need, what skills, abilities and knowledge we need to work on and how to improve practical training. I think the division came from the outside, from some specific educational associations, not all, that wanted to go in a certain direction. But the White Paper that we approved does not say the opposite either. It is true that we did not want to develop a study plan, but rather broad and diversified proposals, without specifying precise subjects.
Q. From conservative positions, it has been criticized that his proposal highlights the importance of training future teachers on issues such as inclusive education or socio-emotional management… Why is this important?
A. Firstly because these are questions which appear in education law. Second, because a teacher must take into account the increasing diversity of the classroom and the socio-emotional development of students. It is not only about teaching certain areas of knowledge that are fundamental, but also about working with families and promoting inclusion.
Q. Do you think the Ministry of Education will accept your proposals?
A. They will have other interlocutors, and it is logical, in education, many actors are involved. But I know they were interested and waiting to hear our proposal.
Q. And do you hope to have the support of your universities? Rectors have sometimes distanced themselves from the approaches of their educational faculties.
A. We had a meeting and they are also waiting to see the documents. Obviously, for universities, this means more work. But I think they will study it. They can’t look away, because there is a need. And if we are to invest in education, we must do so decisively.
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