How the LOMCE affects teachers
With the recently released LOMCE Education Law -for the time being applied in the 1st, 3rd and 5th years of Primary Education and Basic Education-, there are many changes in the educational landscape of our country. Subjects, evaluations, languages ... are some of the elements that undergo modifications, many changes and new features.
The reforms brought by the new law do not only affect the students, but some directly affect the school and its teachers, who will see the need to adapt in a convulsive academic course where the old law (LOE) will coexist with the new LOMCE .
Among the changes that directly affect the educational centers and the faculty, the following stand out:
Professionalism of the director and greater authority of the professor
The directors of public centers gain importance: it will be necessary to prove that they are in possession of a training course on the development of the managerial function and to have, as a minimum, 5 years of experience professional.
In addition, they will have the capacity to establish requirements and merits for teaching staff and interim positions. There will be equal footing between teachers of the center and external.
The autonomous communities may, in some cases, incorporate experts as bilingual or multilingual professors with the training and qualifications required in each case.
He recognizes the authority of teachers and management team and will be considered "public authority".
Increase the paperwork and the ratio with the LOMCE
A common complaint among teachers has often been the great burden of administrative work that brings his profession, in addition to teaching classes. This is due to the internal and external evaluations of Primary Education, the staff report by transfer with the results of the evaluations that have been made, the application, if necessary, of curricular and organizational measures, the preparation of action plans and curricular enrichment programs, the different approaches in learning ... In addition, teachers will face another problem: the increase in the ratio of students per class that will be expanded by 10%.
New ways of learning
The LOMCE tries to modify the learning patterns employees so far and conduct education so that students are able to transfer the knowledge they acquire in the classroom to real life, so in many cases, change the way you teach: goodbye to memorize without understanding, among others .
The new technologies They take on a special role and teachers will have the opportunity to create new ways of teaching, with their own explanatory material that students can consult from a computer or tablet.
Change of books: Knowledge of the Middle Disappears, and it is fragmented - as it used to be - in Social Sciences and Natural Sciences. These subjects will now have to be assessed and qualified with a differentiated character in the evaluation documents. Thus, teachers will have to test each subject that changes taking into account the new curriculum and the content that resolves include communities, since the LOMCE gives freedom to the regional administrations to create their own specific subjects.
Change of subjects and teachers with the LOMCE
The new disposition of subjects will cause some subjects to lose hourly weight and others to gain it, which will cause teachers to also have to adapt to the new circumstances.
The subject of Education for Citizenship disappears, so that teachers who previously taught that subject will now have to adapt to the changes. In Madrid, for example, Plastic Education disappears and Music will see its hours reduced.
The changes in ESO Compulsory Secondary Education will be even more pronounced for the teaching staff, but we will have to wait until the next academic year for all the news to be launched. In this case, changes in teachers and subject schedules will be greater.
In addition, the advancement of itineraries in 3rd of ESO will require more teachers to provide Professional Training.
Finally, another change introduced by the LOMCE in Primary has been the disappearance of the cycles as an organizational characteristic of the curricula of each subject and, therefore, of the Infantile-Primary educational centers. That abolish the obligation to continuity of the teaching staff with the same group of students.