Competencias didácticas para la formación inicial de profesores de Chile. Un análisis comparado

Abstract

This article is part of a major investigation that responds to the challenges of (se omite el nombre del proyecto para favorecer la revision ciega) for the strengthening of teacher training, looking for mechanisms to support the achievement of pedagogical competencies inscribed in the time sequences of the curricular designs of careers Pedagogy in Chile. Through a qualitative interpretative approach, a documentary analysis is carried out to establish the semantic and content relations between a Chilean theoretical model that dares to innovate in competencies and the Framework for Good Teaching and pedagogical standards. The results show a correlation in terms of professional action, however there are elements associated with social skills, communication and vocational work absent in the national competence framework and relevant for Initial Teacher Training.