Cultural rationalities of the teaching profession: a case study in European teacher education

In a global and European context that has profoundly transformed educational agendas under a series of parameters and action frameworks oriented by logics based on the economic managerialism of educational systems and the search for efficiency to the detriment, on many occasions, of equity, the article aims to identify the cultural rationalities that underpin teachers' discourses regarding initial teacher training and also in the field of compulsory education. The research is based on a case study conducted on empirical material whose sources would be: a) a systematic review of the literature and documentary analysis, b) the consultation of experts in educational innovation in Secondary Education through the Delphi methodology; c) an in-depth interview with university teachers in initial teacher training, and d) a semi-structured questionnaire with students graduating from the degrees of Early Childhood and Primary Education. The data analysis has allowed us to consider three underlying rationalities that would sustain part of the current policies regarding the teaching profession and teacher training in the European context, which we have called reproductive, entrepreneurial and inclusive, respectively. The discussion of results seems to confirm that the training agendas implemented at the European level are perceived or implemented, for the Spanish case that we use as a case study, not without ambiguities or susceptible to problematization and questioning. The results addressing issues such as education for a global and post-national citizenship; the depth and real scope of the changes introduced by the innovative discourse; the tensions generated by the emergence of the digital society; or the commitment to a socially relevant, inclusive pedagogy linked to the knowledge commons.