LOMLOE Regional Curricula for Primary Education and Teacher Autonomy: a Comparative Analysis

Abstract

After the LOMLOE approval, the Decree on Minimum Primary Education Teaching establishes common guidelines for all the Autonomous Communities in the curricula development in each one of them. This study aims to analyse the coherence between the diversity of regional curriculum proposals, identify discrepancies and possible implications for teacher autonomy. A documentary analysis is carried out of the set of curricular provisions derived from the LOMLOE in Primary Education in all the Autonomous Communities of Spain, analysing a total of 18 documents. The curricula analysis has revealed conceptual inconsistencies and modifications that develop new forms of over-regulation by reinforcing and expanding the role of assessment processes in certain cases by increasing the assessment criteria number. The paper highlights the impact that this reality can have on teacher autonomy and professional development and provides insight into previous evidence of the impact on school curricula.