¿Producen mejores resultados las carreras de pedagogía básica con más años de acreditación?

Dómínguez Macarena (), Bascopé Martín (), Meckes Lorena () and San Martín Ernesto ()
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Dómínguez Macarena: Centro de Estudios de Políticas y Prácticas de la Educación (CEPPE)
Bascopé Martín: Centro de Estudios de Políticas y Prácticas de la Educación (CEPPE)
Meckes Lorena: Centro de Estudios de Políticas y Prácticas de la Educación (CEPPE)
San Martín Ernesto: Centro de Estudios de Políticas y Prácticas de la Educación (CEPPE)

Estudios Públicos, 2012, issue 128, 1-59

Abstract: Is there a relationship between the accreditation qualifications of primary teachers’ preparation programs and the results of their graduates in the exit exams they take (INICIA)? Is there a relationship between the years of accreditation of these programs and their contribution to the results of their graduates, given the scores in their admission tests? Does the specific accrediting institution play any role? Addressing these questions, this paper intends to study the coherence between the most salient indicators of teacher preparation quality that are currently available in Chile. We found that the grade obtained by teacher preparation programs in the accreditation processes —expressed in a metric of 0-7 years of accreditation— is neither consistent with the results of the graduates of such programs in their exit exams, nor with the program’s contribution to their students’ achievement, showing also differences between different accreditation institutions.

Keywords: teacher preparation programs; accreditation; INICIA; accountability; value added (search for similar items in EconPapers)
JEL-codes: I2 I22 (search for similar items in EconPapers)
Date: 2012
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