Chilean Teacher Educators in Initial Teacher Education Policy: A Qualitative Content Analysis

Abstract

This article examines an under-researched area of education in Chile by exploring how contemporary initial teacher education policy addresses the professionalism of university-based teacher educators. While the content analysis is limited by the data available, its focus is on describing the notion of teacher educators' professionalism inherent in the current political discourse. First, findings show that policy pays scarce attention to the professionalism of teacher educators; most of these policies are part of general policies for university-based initial teacher education programs. Second, located within the academia, the prevalent view of teacher educators' professionalism is centered in a particular construction of the teacher-researcher that stresses greater the role of the researcher. Third, policy predominantly defines educators' professionalism in terms of market-oriented values (competences, knowledge-related resources). Finally, the article concludes by considering the implications for developing initial teacher education policy that puts greater emphasis on teacher educators, strengthens their professionalism, and positions them for an active role in policy-making.

Critical discourse analysis of university teacher educators’ professionalism in Chilean teacher education policy

“…Still, knowledge is lacking about its impact on policy discursive constructions of Chilean university TEs' professionalism. This oversight contrasts with the widespread recognition of their crucial role in ITE policy implementation (Hinostroza-Paredes, 2019;Montenegro, 2016;Murray et al, 2019).…”

“…This functionalist professional development, tied to competence and skill acquisition to deliver curricular changes, discursively positions TEs as passive recipients instead of active agents of their own professional learning activities, eroding their professional agency. Still crucial for educational improvement, TE's professional development is mechanical rather than ignited by the self-directed fires of their collective or individual agency (Hinostroza-Paredes, 2019).…”

“…Subsequently, an NPM agenda of quality audit, accountability, and measurable outcomes placed TEs under greater control (Ávalos, 2015;Lira & Fernández, 2018). However, despite policy reform affecting their professional work, they remain poorly understood and under-researched (Montenegro, 2016;Hinostroza-Paredes, 2019). Therefore, in this paper, I acknowledge their pivotal role in ITE provision by paying attention to their professionalism.…”

“…Current ITE policy derives from previous policy phases in the last two decades (Fernández, 2018;Hinostroza-Paredes, 2019). Between 1997 and 2005, the first phase started when the poor quality of post-dictatorship ITE drove the launch of the Program to Strengthen Initial Teacher Education (FFID), supporting institutional projects for ITE improvement through public grants (Ávalos, 2015).…”