PROFESORADO Y REFORMA EDUCATIVA

El caso de la reforma de la enseñanza secundaria en España

Abstract

This work describes the socio-morphological characteristics of “secondary school” (bachelorship and vocational education) teachers as a social group, and their prospects as to the educational reform established in Spain by means of the Organic Law for the General Regulation of the Educational System (LOGSE), particularly in what concerns to their main target: Mandatory Secondary Education (ESO), i.e., a new educational cycle that from now on will retain teachers and students who have always been in different and hierarchized circles. The analysis is conducted within the frame of reference of Sociology of Professions (Elliot, 1995; Freidson, 1978, 1994; Martín-Moreno & De Miguel, 1982; and Larson, 1988) as well as the most import and recent approaches of sociological studies of teaching (Waller, 1932; Lortie, 1975; Lawn & Ozga, 1988; Lerena, 1987; Ortega & Velasco, 1991; Guerrero, 1993, 1995; Smith & Wexler, 1995; and Lawn, 1996).