Enacting Student Teachers’ Beliefs in an Accountability Policy Context in Chile

Abstract

Abstract The present article analyses, from the perspective of two student teachers, the difficulties they experienced when enacting their teaching beliefs during their student teaching, which they viewed as a result of the accountability policies in place. From this analysis, we illustrate the student teachers’ frustration with policies perceived as having an overarching influence on the school context in which they taught and tried to enact their teaching beliefs. From this perspective, this study contributes to an area of research on the relationship between student teachers’ beliefs and accountability policies that remains underexplored not only in Chile, but in countries such as the US, where similar policies also affect teacher education.