International Teacher Selection Processes and Their Comparison with the Spanish Model
Keywords:
teacher examinations; international comparison; socio-emotional competencies; educational equity; teacher recruitment; teacher access.Abstract
This paper presents a comparative literature review on teacher selection processes in different countries and their relation to Spain’s civil service examination system. Findings show that Spain maintains an academic-oriented model, primarily focused on theoretical tests and curricular documents, while countries such as Finland, Canada, Australia, and Singapore have implemented more comprehensive approaches that combine technical knowledge with socio-emotional skills, pedagogical leadership, and innovative teaching practices. Three main areas of contrast are identified: the selectivity prior to teacher education programs, the range of competencies assessed, and the level of homogeneity and transparency in procedures. The review concludes that Spain’s model requires reform aimed at incorporating situational tests, structured interviews, and standardized rubrics to ensure fairer, more coherent, and future-oriented teacher recruitment.
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