INITIAL TEACHER EDUCATION: THEORY AND PRACTICE IN THE 24 REFORM PROPOSALS

Teachers are the key and the spearhead for the success of any educational reform. However, it rarely becomes the focus of a proposal specifically aimed at the teaching profession. The Document "24 reform proposals for the improvement of the teaching profession" represents one of those occasions in which the gaze is focused on that group of professionals who make teaching and learning their reason for being. The Ministry of Education and Vocational Training presented it in January 2022, in compliance with the seventh additional provision of the LOMLOE (BOE 12/30/2020). This article echoes the relevance of a reform proposal that aims to improve the teaching profession and the education and professional development of teachers. The reading and analysis of the cited document, and a dive between its lines, encouraged me to select those aspects and proposals most committed to attention to the interaction between theory and practice: teachers who produce knowledge, professional skills, access to the teaching profession and the relevance of initial education. All of them account for the relations between theory and practice, explicitly or implicitly. I have organized the content of this article into two main parts. The first contains a global look at the document of the 24 reform proposals, its structure and contents, and the critical analysis of the aspects mentioned in the previous paragraph. The second will be dedicated to delving into the relationship between theory and practice in initial education; passionate relationships, elusive, but essential when it comes to understanding the problems of teaching in the process of being a teacher.