The teacher qualification in Europe: contributions to starting out of analysis of supranational influences and the European models

The importance of teachers in the quality of teaching is an undeniable constant in academic and international scientific literature. In this sense, it becomes especially relevant to study how aspiring teachers are trained and under what methods and criteria their entry in to the teaching profession is credited. It is relevant to keep in mind that the implementation of the EHEA has contributed to the upgrading and improvement of training and selective systems of teachers in Europe. The aim of this article is to contribute the knowledge of how these systems function through the analysis of the recommendations emanating from supranational organizations and models used in some European countries. Finally, the Spanish case is analyzed in relation to other European countries in order to draw some conclusions that may be useful to policymakers in successive reforms.