La preocupació per la formació inicial dels mestres: una invariant pedagògica europea de l’era contemporània. Entre el passat i el futur.

Abstract

Undoubtedly, the initial education of teachers has been a constant concern of contemporary society since the end of the First World War, as evidenced in the constant emergence of new pedagogical thought, discourse and educational institutions that highlight the need for pedagogical renewal at the initial stages of teacher education. Throughout this period, good teacher education has remained key in the belief that school must transform society if democracy is to be safeguarded. At an international level, this has been defended by educational theorists of the calibre of Eduard Spranger and Georg Kerschensteiner; in Catalonia, it is seen in the work of Joan Bardina’s “Escola de Mestres” (1906–1910), the Catalan government’s “Escola Normal” (1931–1939) and the University of Barcelona’s ”Seminari de Pedagogia” (1930–1939). The article looks at the history of this concern, from its origins at the beginning of the last century to the present day, and concludes by proposing what the initial stages of teacher education will need in the future.