Initial teacher training at a chilean university: graduates’ perception
This article presents the results of a research project addressing graduates’ perception about their initial teacher training at a university located in Chile’s Bío Bío region. An ad hoc instrument was based on the Good Teaching Framework and the Pedagogical Standards of the Ministry of Education. T...
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| Format: | Online |
| Language: | spa |
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Universidad Pedagógica y Tecnológica de Colombia
2018
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| Online Access: | https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/8429 |
| _version_ | 1801706438053068800 |
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| author | Soto-Hernández, Valentina Díaz, Claudio Heraldo |
| author_facet | Soto-Hernández, Valentina Díaz, Claudio Heraldo |
| author_sort | Soto-Hernández, Valentina |
| collection | OJS |
| description | This article presents the results of a research project addressing graduates’ perception about their initial teacher training at a university located in Chile’s Bío Bío region. An ad hoc instrument was based on the Good Teaching Framework and the Pedagogical Standards of the Ministry of Education. The results show high satisfaction with the training offered by the university; particularly as regards the training in disciplinary contents and the theoretical and practical training. The lowest level of satisfaction relates to the Chilean education system training, existing policies, and the teaching profession. An analysis by campuses revealed new findings: teachers who are linked to Los Ángeles Campus obtain significantly higher scores than those who are linked to the Concepción Campus. In the conclusion, plausible explanations for understanding this phenomenon are discussed and changes in teacher training curriculum are analyzed. |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-8429 |
| institution | Revista Praxis & Saber |
| language | spa |
| publishDate | 2018 |
| publisher | Universidad Pedagógica y Tecnológica de Colombia |
| record_format | ojs |
| spelling | oai:oai.revistas.uptc.edu.co:article-84292021-07-13T04:26:20Z Initial teacher training at a chilean university: graduates’ perception Formación inicial docente en una universidad chilena: percepciones de sus egresados Formation initiale des enseignants dans une universite chilienne: des perceptions de ses diplomes Formação inicial docente numa universidade chilena: percepções de seus graduados Soto-Hernández, Valentina Díaz, Claudio Heraldo teacher training teacher competencies teacher evaluation teaching practice formación de docentes competencias del docente evaluación del docente práctica pedagógica formation des enseignants compétences des enseignants évaluation des enseignants pratique pédagogique formação de docentes habilidades do docente avaliação do docente prática pedagógica This article presents the results of a research project addressing graduates’ perception about their initial teacher training at a university located in Chile’s Bío Bío region. An ad hoc instrument was based on the Good Teaching Framework and the Pedagogical Standards of the Ministry of Education. The results show high satisfaction with the training offered by the university; particularly as regards the training in disciplinary contents and the theoretical and practical training. The lowest level of satisfaction relates to the Chilean education system training, existing policies, and the teaching profession. An analysis by campuses revealed new findings: teachers who are linked to Los Ángeles Campus obtain significantly higher scores than those who are linked to the Concepción Campus. In the conclusion, plausible explanations for understanding this phenomenon are discussed and changes in teacher training curriculum are analyzed. Este artículo presenta los resultados de una investigación que aborda las percepciones de egresados en relación con su formación inicial docente, de una universidad ubicada en la región del Biobío, Chile. El instrumento, construido ad hoc, se basó en el Marco para la Buena Enseñanza y los Estándares Pedagógicos del Ministerio de Educación. Los resultados muestran una alta satisfacción con la formación brindada por la universidad, especialmente en contenidos disciplinares y la formación teórico-práctica. El área peor evaluada corresponde a la formación sobre el sistema educacional chileno, las políticas vigentes y la profesión docente. Un análisis por campus reveló nuevos hallazgos: los profesores vinculados al campus Los Ángeles obtienen resultados significativamente más altos que aquellos del campus Concepción. En las conclusiones se discuten posibles explicaciones para entender este fenómeno y se analizan los cambios realizados en el currículo de formación de profesores. Cet article présente les résultats d’un projet de recherche abordant les perceptions des diplômés d’une université située dans la région du BioBío au Chili, à l’égard de leur formation pédagogique initiale. Un instrument ad hoc s’est fondé sur le Cadre du bon enseignement et les Normes Pédagogiques du Ministère de l’Éducation. Les résultats montrent une grande satisfaction vis-à-vis de la formation offerte par l’université; notamment la formation sur les contenus disciplinaires et la formation théorique et pratique. La formation au système d’éducation chilien, les politiques en vigueur, et la profession enseignante ont obtenu le degré de satisfaction le plus bas. Une analyse par campus a dévoilé de nouvelles découvertes: les enseignants qui liés au Campus Los Ángeles obtiennent des résultats considérablement plus élevés que ceux liés au Campus Concepción. Les conclusions discutent des explications possibles pour comprendre ce phénomène et analysent les changements dans le programme de formation des enseignants. Este artigo apresenta os resultados de uma pesquisa que aborda as percepções dos graduados em relação com sua formação inicial docente, de uma universidade localizada na região do Biobío, no Chile. O instrumento, construído ad hoc, baseou-se no Marco para o Bom Ensino e os Padrões Pedagógicos do Ministério de Educação. Os resultados mostram uma alta satisfação com a formação brindada pela universidade, especialmente em conteúdos disciplinares e a formação teórico-prática. A área pior avaliada corresponde à formação sobre o sistema educacional chileno, as políticas vigentes e a profissão docente. Uma análise por campus revelou novos achados: os professores vinculados ao campus Los Angeles obtêm resultados significativamente mais altos que aqueles do campus Concepción. Nas conclusões discutem-se possíveis explicações para entender este fenómeno e analisam-se as mudanças realizadas no currículo de formação de professores. Universidad Pedagógica y Tecnológica de Colombia 2018-05-06 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf application/xml text/html application/zip https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/8429 10.19053/22160159.v9.n20.2018.8429 Praxis & Saber; Vol. 9 No. 20 (2018): Diversidad, Pedagogía y Escuela; 191 - 216 Praxis & Saber; Vol. 9 Núm. 20 (2018): Diversidad, Pedagogía y Escuela; 191 - 216 Praxis & Saber; Vol. 9 No 20 (2018): Diversidad, Pedagogía y Escuela; 191 - 216 Praxis & Saber; V. 9 N. 20 (2018): Diversidad, Pedagogía y Escuela; 191 - 216 Praxis & Saber; v. 9 n. 20 (2018): Diversidad, Pedagogía y Escuela; 191 - 216 2462-8603 2216-0159 spa https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/8429/7152 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/8429/7543 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/8429/9048 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/8429/9049 Derechos de autor 2018 Valentina Soto-Hernández, Claudio Heraldo Díaz Larenas |
| spellingShingle | teacher training teacher competencies teacher evaluation teaching practice formación de docentes competencias del docente evaluación del docente práctica pedagógica formation des enseignants compétences des enseignants évaluation des enseignants pratique pédagogique formação de docentes habilidades do docente avaliação do docente prática pedagógica Soto-Hernández, Valentina Díaz, Claudio Heraldo Initial teacher training at a chilean university: graduates’ perception |
| title | Initial teacher training at a chilean university: graduates’ perception |
| title_alt | Formación inicial docente en una universidad chilena: percepciones de sus egresados Formation initiale des enseignants dans une universite chilienne: des perceptions de ses diplomes Formação inicial docente numa universidade chilena: percepções de seus graduados |
| title_full | Initial teacher training at a chilean university: graduates’ perception |
| title_fullStr | Initial teacher training at a chilean university: graduates’ perception |
| title_full_unstemmed | Initial teacher training at a chilean university: graduates’ perception |
| title_short | Initial teacher training at a chilean university: graduates’ perception |
| title_sort | initial teacher training at a chilean university graduates perception |
| topic | teacher training teacher competencies teacher evaluation teaching practice formación de docentes competencias del docente evaluación del docente práctica pedagógica formation des enseignants compétences des enseignants évaluation des enseignants pratique pédagogique formação de docentes habilidades do docente avaliação do docente prática pedagógica |
| topic_facet | teacher training teacher competencies teacher evaluation teaching practice formación de docentes competencias del docente evaluación del docente práctica pedagógica formation des enseignants compétences des enseignants évaluation des enseignants pratique pédagogique formação de docentes habilidades do docente avaliação do docente prática pedagógica |
| url | https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/8429 |
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