Teacher Training in Chile: Where Are Universities Looking? A Narrative Review

Antonio Castillo-Paredes (), Karen Núñez-Valdés, Cristian Villegas Dianta, Neliot Villena Olivares, Marisol López Núñez, Mario Fuentes-Rubio and Gerson Núñez-Valdés
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Antonio Castillo-Paredes: Grupo AFySE, Investigación en Actividad Física y Salud Escolar, Escuela de Pedagogía en Educación Física, Facultad de Educación, Universidad de Las Américas, Santiago 8370040, Chile
Karen Núñez-Valdés: School of Education, Faculty of Education, Universidad de Las Américas, Santiago 8370040, Chile
Cristian Villegas Dianta: School of Education, Faculty of Education, Universidad de Las Américas, Santiago 8370040, Chile
Neliot Villena Olivares: School of Pedagogy in Physical Education, Faculty of Education, Universidad de Las Américas, Santiago 8370040, Chile
Marisol López Núñez: School of Education, Faculty of Education, Universidad de Las Américas, Santiago 8370040, Chile
Mario Fuentes-Rubio: Grupo AFySE, Investigación en Actividad Física y Salud Escolar, Escuela de Pedagogía en Educación Física, Facultad de Educación, Universidad de Las Américas, Santiago 8370040, Chile
Gerson Núñez-Valdés: Department of English, Faculty of Education and Social Sciences, Universidad Andrés Bello, Santiago 8370134, Chile

IJERPH, 2022, vol. 19, issue 19, 1-15

Abstract: Initial Teacher Training (ITT) has been a recurring theme in recent years in Chilean educational policy and the field of educational research, mainly due to its impact on the Chilean educational system. Under its relevance, this article analyzes ITT and some aspects of its improvement through the revision methodology described by Kart and Kart (2021). Among the main findings, it is possible to mention that the research provides evidence on the decisions that should be made around the teaching profession and the improvement of initial training not only at the institutional level but also at the educational policy level. At the same time, it highlights the need for comprehensive support for future pedagogues and the importance of using the data obtained through the ‘National Diagnostic Evaluation’ for decision making.

Keywords: teacher; diagnostic; evaluation; training; university (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2022
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