After the Spanish Civil War, the teacher training diplomas offered during the Republic were arbitrarily suppressed and therefore many educators working in teacher training were fired. New teacher training programmes were designed, however admission was open to candidates who had obtained their elementary (first cycle) secondary diploma, resulting in candidates with a low cultural level. Thus the new curriculum had to include general and elementary background courses; the curriculum designed in 1941 included courses as generic as "Advance Language and Language Arts Methodology Course" or "Advance Science and Science Methodology Course".  Nevertheless, by the 1950 curriculum, from which emerged 17 graduate classes, "Geography and History Teaching Methodology" and "History of Spanish Literature and its Teaching Methodology" were included. It should be noted that the "Methodology" content was in fact rarely taught as the dominating view sustained that" those who know, know how to teach".

In the 1967 curriculum, access to Teacher Training Schools was modified and having a Baccalaureate became an entry requirement. At that point, content courses were replaced by methodological discipline-related courses: 15 out of 21 weekly teaching hours were devoted to the latter courses. However, the new curriculum was not accompanied by appropriate training programmes for the lecturers in the Teacher Training Schools. This explains why, with only few exceptions, most courses still provided only content knowledge.

In 1970, "The General Law of Education" extended compulsory schooling to the age of 14. Teacher Training Programmes were, for the first time, regarded as University studies and not simply post-secondary studies.  The new "Teacher Training Colleges for Primary Teachers" had to meet a growing demand for training teachers, as the new policy dictated that primary education had to be available to all children in Spain. The expansion of compulsory schooling in primary education and the inclusion of all children was not an easy task from a pedagogical viewpoint. The need for a better professional preparation of teachers was paramount.

The increasing demand for teachers resulting from the law of 1970, made it possible to create new Teacher Training Colleges. Sant Cugat Teacher Training College for Primary Teachers, associated with the Universitat Autònoma de Barcelona, was created during the school year 1972-73. Its curriculum followed the state dictates and offered a three-year programme. The first year was common to all disciplines and covered the general educational needs of children aged 6-12. The second and the third years were discipline-oriented as well as covering the educational needs of students aged 12-14. In many universities, the new curriculum still ignored the role of teaching methodology courses, as it was believed that primary teachers had to possess solid content knowledge in their areas of expertise.

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