The Jerez CEP celebrates four decades of uninterrupted activity since it began its journey in June 1986, following the first assemblies held that same year. This institutional longevity is a cause for celebration and remembrance of its origins.
The Centers for Teachers (CEPs) emerged as part of the 1984 Educational Reform, inspired by British 'Teacher centers' models, to replace university Institutes of Educational Sciences (ICEs) in the permanent training of teachers. In Andalusia, the first CEPs were established throughout 1986.
The demand for the creation of the Jerez CEP was formalized with a signature collection and a project submitted to the Provincial Delegation on June 11, 1986. The official creation order arrived on July 10, with activities commencing in September of that year, covering an area that included Jerez, Sanlúcar, Rota, Chipiona, and Trebujena. The first coordinator was elected at that time.
However, the concerns for permanent teacher training preceded the official establishment. Pedagogical encounters in 1980 and familiarity with the English 'Teacher Centers' model in 1982, along with specialized publications in 1984, fueled the idea of implementing a similar center in Jerez. Projects from other Andalusian provinces like Motril and Antequera served as a basis.
The CEP's beginnings were linked to the prior creation of the Resource Department (DERE) and the IT Department (DIN) in the 1985/86 academic year. The first physical headquarters was located in premises ceded by the Jerez City Council on Calle Cartuja, thanks to the mediation of the Education councilor. The space soon became too small due to the active response from teachers.
In 1987, the CEP moved to the Plaza de las Angustias, sharing facilities with the Provincial Educational Guidance Team and the School Support Service. From this new location, activities were expanded, including workshops on literacy and educational technology, and a vice-coordinator was incorporated in the 1987/88 academic year.
In the following years, extension classrooms were promoted in Sanlúcar and Rota, the 'Common fund' for seminar financing was implemented, and external evaluations were conducted. The incorporation of training advisors in the 1990/91 academic year significantly boosted the center's activities.
The CEP's model was based on participation, democracy, horizontality, autonomy, and proximity, allowing for direct insight into innovative educational experiences and sector challenges. The journey of the Jerez CEP, which began 40 years ago, continues today thanks to the efforts of its professionals.
