Vol. 90 No. 1 (2022): Teacher-centred policies. Realities and challenges

Teacher-centred policies essentially rest on two fundamental pillars which, together with their interactions, form a panoply of relevant policy areas: Access to the teaching profession and professional development. These two pillars cannot be considered independently as successive stages of the teaching cursus, but must adopt a systemic approach that benefits from a global or integrated view of both types of policies critical for educational success and school improvement. In the coordination of this issue, Professors Francisco López Rupérez and Álvaro Moraleda from Camilo José Cela University (Spain) contribute a selection of articles that highlight and analyse these policies in the Ibero-American context.