¿Calidad en la Formación Inicial Docente?: Análisis de los nuevos Estándares de la Profesión Docente para carreras de Pedagogía

Abstract

Based on a review of international guiding standards from the United States, Australia, England, Scotland y New Zealand and a literature review about effective teacher training programs, the main objective of this article is to present an analysis of guiding standards for degree programs published in Chile in 2021, including recommendations to enhance the content and the implementation of standards. The analysis of the Chilean standards is organized in three main domains: Professional Knowledge, Professional Skills and Professional Commitment. The comparative analysis between international and Chilean standard concludes that national standards are aligned to the literature findings and international standards since Chilean standards include the main professional knowledge, professional skills, and professional commitment that the literature review and international standards highlight as key for teacher education and teacher effectiveness. The analysis points to some weak aspects of the Chilean new standards in its content and implementation. One example is that the skill of problem-solving (individual or collaborative) for learning is not included as a main aspect of the standards. Another example is the importance of including several strategies for teaching students from diverse ethnic origin. These aspects could be considered in future versions of the Chilean standards for teaching education. Also, the analysis identifies some new strengths such us collaborative work, professional ethics, and feedback for learning, among others, compared to the old Chilean standards. To go beyond the content of national Chilean standards, this paper also suggests several strategies for improving the implementation of standards as well. First, the government could offer orientation resources on how to use and incorporate national standards in a practical way in teacher training programs, as done in the United States and Australia. In second place, the government could provide seminars and other meetings between teachers, academics, and students to know more about national standards and gain a positive attitude towards them.