Review of the scope of initial teacher training in basic education pedagogy in Chile
DOI:
https://doi.org/10.53732/rccsociales/e701124Keywords:
Initial teacher education, educational evaluation, curriculum design, teacher competencies, educational policyAbstract
This scoping review aims to identify the existing gaps and gaps in research related to the evaluation of Initial Teacher Education processes in Chile for Basic Education Pedagogy. A scoping review was conducted through a systematic search in Google Scholar, selecting nine recent articles published in the last 5 years, mainly in 2020. The analysis focused predominantly on curriculum documents and standards, using qualitative methodologies. The studies analysed are grouped around competence development (ICT, diversity, inclusion and socio-emotional), alignment with national policies and standards (accreditation and performance frameworks), and stakeholder perceptions (students, graduates and trainers). Heterogeneity in curriculum implementation, strong influence of standardised policies, insufficient integration of digital and inclusive competences in several programmes, and mismatches between training and perceived needs were detected. It was concluded that it is crucial to investigate the real effectiveness and impact of Initial Teacher Education on teacher practice, and that there is a need to rethink the quality indicators of training. In addition, it is suggested that Initial Teacher Education should be strengthened based on the evidence.
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