Islamic Religious Education Teachers in Spain: Professional Profiles and the Challenge of Institutional Normalization

This article examines the professional profile of Islamic Religious Education (IRE) teachers in Spain in the light of recent European scholarship. It combines a narrative review of the literature, a historical-documentary analysis of IRE implementation in Spain, and a descriptive analysis of an ad hoc questionnaire administered to 77 in-service teachers. The findings portray IRE teachers as hybrid professionals situated between confessional commitment, public schooling, and civic expectations. In Spain, they report strong vocational commitment and positive school relationships, yet also legal instability, fragmented working conditions, and limited training support. The article highlights professionalization under conditions of incomplete institutional normalization.