Access to education inspectorate in Spain. A Delphi technique study
DOI:
https://doi.org/10.23824/ase.v0i31.644Downloads
Abstract
The Educational Inspection in Spain is a service of the Educational Administration with main functions to ensure compliance with the laws and contribute to the improvement of quality and equity in education. Making an adequate selection of education inspectors is, therefore, key so that they can perform these important functions. In Spain, access to the Inspectorate is carried out through competitive examination, regulated by Royal Decree 276/2007. However, the norm allows access to teachers without having passed the opposition and there are no formative requirements in education sciences; in addition, both reference authors and the supervising professional groups themselves consider that the Inspection is in crisis. For this reason, we have implemented an study based on the Delphi technique with 20 specialists, both Education inspectors and academic University experts in Supervision to know their impressions about the current access to the Inspectorate and what should be the best way, in order to select the best candidates in the best possible way. The results obtained show that some aspects are relevant, but it is suggested to modify others, reaching agreements on the access requirements, the updating of the agenda, the evaluation of the managerial, teaching and research experience, include a psychological test, among others. We may conclude that access to the Educational Inspection in Spain should be modified in different levels in order to improve the institution itself and general education with it.
References
Ballester, L., Nadal, A., Amer, J. (2014). Métodos y técnicas de investigación educativa. Palma: Universitat de les Illes Balears.
Baxter, J. (Ed.) (2017). School Inspectors: Policy Implementers, Policy Shapers in National Policy Contexts. Springer: Switzerland.
Baxter, J. (2013). Professional inspector or inspecting professional? Teachers as inspectors in a new regulatory regime for education in England. Cambridge Journal of Education, 43(4), 467-485. doi: 10.1080/0305764X.2013.819069
Cabero, J. (2014). University teacher training in ICT. Application of Delphi method for the selection of training content. Educación XX1, 17 (1), 109-132. doi: 10.5944/educxx1.17.1.10707
Camacho, A. (2017). Empowering Education Inspectorate of Spain: a real challenge. Conferencia presentada al 2017 BELMAS International Conference, British Educational Leadership, Management and Administration Society. Stratford-upon-Avon, Reino Unido.
Camacho, A. (2014). Funciones y quehaceres de los inspectores de Educación en Baleares. Un estudio de casos. Tesis doctoral. Universitat de Barcelona.
Camacho, A., Rodríguez, M. (2017). La autoridad de los inspectores de educación: auctoritas y potestas. Avances en Supervisión Educativa, 27(1), 1-19. Doi: 10.23824/ase.v0i27.585
Camisón, C., Fabra, E., Flores, B., Puig, A. (2008). ¿Hacia dónde se dirige la función de calidad?: la visión de expertos de un estudio Delphi. Revista Europea de Dirección y Economía de la Empresa, 18(2), 13-38.
Carreño, M. (2009). El método Delphi: cuando dos cabezas piensan más que una en el desarrollo de guías de práctica clínica. Revista Colombiana de Psiquiatría, 38(1), 185-193.
Castán, J.L. (2016). El reto de la inspección de educación en España. Avances en Supervisión Educativa, 25(1), 1-41. doi: 10.23824/ase.v0i25.561
Cochran-Smith, M., Lytle, S.L. (1999). Relationships of knowledge and practice, teacher learning in communities. Review of Research in Education, 24(1), 249-306.
Ehren, M.C.M. (Ed.) (2016). Methods and Modalities of Effective School Inspections. Springer: Switzerland.
Ehren, M.C.M., Gustafsson, J.E., Altrichter, H., Skedsmo, G., Kemethofer, D. Y Huber, S.G. (2015). Comparing effects and side effects of different school inspection systems across Europe. Comparative Education, 51(3), 375-400. doi: 10.1080/03050068.2015.1045769
Ehren, M.C.M., Altrichter, H., McNamara, G. y O’Hara, J. (2013). Impact of school inspections on improvement of schools: Describing assumptions on causal mechanisms in six European countries. Educational Assessment, Evaluation and Accountability, 25(1), 3-43.
Gento, S. (Coord.) (2004). Supervisión educativa. Madrid: Sanz y Torres.
Hall, J. (2017). Examining school inspectors and education directors withing the organisation of school inspection policy: perceptions and views. Scandinavian Journal of Educational Research, 61(1), 112-126. doi: 10.1080/00313831.2015.1120234
López del Castillo, M.T. (2013). Historia de la inspección de primera enseñanza en España. Madrid: Ministerio de Educación, Cultura y Deporte.
López del Castillo, M.T. (1995). El acceso a la Inspección profesional en el sistema educativo español.1849-1936, en Soler, E. (Coord.), Estudios históricos sobre la Inspección educativa. Madrid: Escuela Española.
López, E. (2018). El método Delphi en la investigación actual en educación: una revisión teórica y metodológica. Educación XX1, 21(1), 17-40, doi: 10.5944/educXX1.15536
Maykut, P., Morehouse, R. (1999). Investigación cualitativa: Una guía práctica y filosófica. Barcelona: Hurtado.
Mayorga, A. (2000). La Inspección educativa: Siglo y medio de la inspección educativa en España, 1849-1999. Madrid: Santillana.
Soler, E. (2015). Decálogo de las competencias profesionales del inspector de educación. REICE Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 13(4), 149-160.
Sowada, M. (2014). The inspector’s job: Any pressure to perform? Conferencia presentada al ISI TL Symposium, Invited European Inspection Symposium, University of Gotemburg.
Teixidó, M. (1997).Supervisión del sistema educativo. Barcelona: Ariel.
Varela, M., Díaz, L. & Durán, R. (2012). Descripción y usos del método Delphi en investigaciones del área de la salud. Investigación en Educación Médica, 1(2), 90-95.
Vázquez, E. (Coord.) (2017). La inspección y supervisión de los centros educativos. Madrid: UNED.
Zawacki-Richter, O. (2009). Research Areas in Distance Education: A Delphi Study. International Review of Research in Open and Distance Learning, 10(3), 1-17.
How to Cite
Issue
Section
Published
Keywords:
License
Attribution Share-Alike CC BY-SA
Those authors who have publications with this magazine, accept the following terms:
A) The authors will retain their copyrights, which will be simultaneously subject to the Creative Commons Attribution License that allows others to re-mix, modify and develop on your work even for commercial purposes, provided they credit you And to license their new works under the same terms.
B) The authors will retain the rights of exploitation of the intellectual property of this work, and especially the rights of reproduction, distribution, transformation in any of its modalities and public communication of said work, which will be simultaneously subject to the License Of recognition of Creative Commons that allows others to re-mix, modify and develop on your work even for commercial purposes, provided they credit you and license your new works under the same terms.
Creative Commons Attribution-ShareAlike 4.0 International Public License
