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The aim of this paper is to analyze the differences between twelve Spanish universities concerning the initial training of Primary Education teachers. Specifically, the study focuses, firstly, on the objectives and competences aimed at the Degree title of Primary Education and, secondly, on the teaching-learning programs developed by each university. To carry out this study, 12 Spanish universities’ verification guides (ANECA), covering the Degree program for Primary School Teacher, were analyzed. Preliminary results show that there are major differences between the twelve universities since the objectives and competences proposed in their learning programs are different. There are also significant differences in type of qualification modules offered by the twelve universities and their distribution of the teaching practices throughout the different academic courses.

Las Universidades Españolas y EEES: Un Estudio Sobre los Títulos de Grado de Maestro en Educación Primaria