Teacher Training in Chile: A Look at the Professionalization of Teaching

Authors

  • Gladys Contreras-Sanzana Author Universidad Católica de la Santísima Concepción
  • Alejandro Villalobos-Clavería Author Universidad de Concepción

Keywords:

Teacher training, teaching practice, professionalization of teaching, education policy, Chile (Source, Unesco Thesaurus)

Abstract

Based on a historical review of the major milestones in teacher training in Chile, from the Spanish colonial era to the current body of knowledge, this article analyzes the concept of teaching professionalization and teacher identity from the standpoint of their characteristics and evolution. The indication is that changes in education in Chile have not been sufficient to improve the quality of processes for teacher training, nor have opportunities and systematic options for professional development in teaching been created to strengthen its identity and autonomy. Reconsidering and revising teacher training curricula and processes in Chile is a priority. In concert with the definition of public policy, these elements clearly are responsible for training new generations of teachers.

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Author Biographies

Gladys Contreras-Sanzana, Universidad Católica de la Santísima Concepción

Doctora en Educación. Académica, Facultad de Educación, Universidad Católica de la Santísima Concepción, Concepción, Chile. Línea de desarrollo académico: evaluación educacional y formación inicial de profesores. gcontreras@ucsc.cl

Alejandro Villalobos-Clavería, Universidad de Concepción

Doctor en Educación. Académico, Programa de Doctorado en Educación, Facultad de Educación, Universidad de Concepción, Concepción, Chile. Línea de desarrollo académico: formación del sujeto en contextos diversos. avillalo@udec.cl

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How to Cite

Contreras-Sanzana, G., & Villalobos-Clavería, A. (2010). Teacher Training in Chile: A Look at the Professionalization of Teaching. Educación Y Educadores, 13(3). Retrieved from https://educacionyeducadores.unisabana.edu.co/index.php/eye/article/view/1732

Issue

Vol. 13 No. 3 (2010)

Section

Pedagogical research

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