Transformaciones de la formación docente inicial de la educación básica en los inicios del siglo XXI: análisis comparativo del Cono Sur

The study shows the non-linear and conflicting nature of the transformation processes of initial teacher education policies in the three cases studied. In methodological terms, we have analyzed the national regulations, the characteristics of the central government bodies in the national ministries,...

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Bibliographic Details
Published in:Revista española de educación comparada 2024-01 (44), p.103-123
Main Author: Molinari, Andrea
Format: Article
Language:Spanish
Subjects:
21st century
Comparative Analysis
Education policy
Education reform
Educational Change
Educational Policy
Teacher education
Teacher Education Programs
Teacher Improvement
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Summary:The study shows the non-linear and conflicting nature of the transformation processes of initial teacher education policies in the three cases studied. In methodological terms, we have analyzed the national regulations, the characteristics of the central government bodies in the national ministries, the institutional conditions related to the ways of organizing the management of the institutions, admission to teacher education programs, evaluation and accreditation. [...]some reflections are presented on problematic issues that persist in teacher education and that require renewed ways of dealing with their consequences. La importancia de elaborar un estudio comparado sobre la formation docente inicial en estos paises esta dada por la centralidad que asume la formation docente en el marco de las reformas educativas estructurales de la region, considerada como un factor impulsor del cambio, incluso como garantia de este.
ISSN:1137-8654
2174-5382