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Pages: 498-504
Publication year: 2013
ISBN: 978-84-616-2661-8
ISSN: 2340-1079

Conference name: 7th International Technology, Education and Development Conference
Dates: 4-5 March, 2013
Location: Valencia, Spain

PUBLIC POLICY OF CONTINUING TEACHER EDUCATION IN CHILE

M.R. da Cruz Duran1, B.A. de Barros Oliveira Bueno2

1Universidade Estadual de Londrina (BRAZIL)
2Universidade de São Paulo (BRAZIL)
This work is the result of joint efforts of the thematic group FAPESP (Foundation for Research Support of the State of São Paulo): New models of in-service teacher-training. The research group which involves more than 20 members is led by the Faculty of Education, University of São Paulo. Mexico, Chile and Argentina serve as benchmarks for verification of public policies towards a common model for continued teacher training in Latin American. The focus of this excerpt is the Chilean case during the government of the Concertación.

Chile currently has a system polysemic continuous training of program, as well as a full set of goals: standardization of evaluation parameters, definition of common objectives for training, and in-depth studies about the characteristics of their demands. These goals point to well-known issues in Latin American such as the lack of operational rigor within government, the former centrality of project operations and subsequent elite profile of those who are served by the institutions.

Maintaining the breadth of coverage of public education, the quality of teaching and education as a guarantee of social cohesion are central themes in public policy of teacher education in the country since 1991, when the recommendation of international organizations pointed to aspects which include: the improvement teacher education models, decentralization of training systems, school autonomy, cooperation from the community, the use of ICTs as devices for the modernization of education and the presence of unified curricula, as essential principles to provide better qualification in the field.

The diversification of institutional projects, financial sources, and educational curricula created in Chile did not result in proposals that differed substantially from those implemented in other countries in Latin America, if not in a certain lead in implementing these proposals and a specificity of its appropriations. From an accurate analysis of this general framework, this presentation will discuss the Chilean agenda for continuing techer education for the past 20 years and compare it to the Brazilian agenda, identifying the existence and scope of common models for continued teacher education in Latin America.
@InProceedings{DACRUZDURAN2013PUB,
author = {da Cruz Duran, M.R. and de Barros Oliveira Bueno, B.A.},
title = {PUBLIC POLICY OF CONTINUING TEACHER EDUCATION IN CHILE},
series = {7th International Technology, Education and Development Conference},
booktitle = {INTED2013 Proceedings},
isbn = {978-84-616-2661-8},
issn = {2340-1079},
publisher = {IATED},
location = {Valencia, Spain},
month = {4-5 March, 2013},
year = {2013},
pages = {498-504}}
TY - CONF
AU - M.R. da Cruz Duran AU - B.A. de Barros Oliveira Bueno
TI - PUBLIC POLICY OF CONTINUING TEACHER EDUCATION IN CHILE
SN - 978-84-616-2661-8/2340-1079
PY - 2013
Y1 - 4-5 March, 2013
CI - Valencia, Spain
JO - 7th International Technology, Education and Development Conference
JA - INTED2013 Proceedings
SP - 498
EP - 504
ER -
M.R. da Cruz Duran, B.A. de Barros Oliveira Bueno (2013) PUBLIC POLICY OF CONTINUING TEACHER EDUCATION IN CHILE, INTED2013 Proceedings, pp. 498-504.
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