Innovaciones en la formación inicial docente y los desafíos para el desarrollo profesional docente

Abstract

The initial teacher training has been stressed from the new requirements established in the Chilean legal framework. The implementation of Law 20,903 (Teacher Professional Development System) and Law 20,129 (Quality Assurance of Higher Education), have made it possible to advance and strengthen teacher training systemically and with it, new institutional challenges have arisen, both academic and training related. Based on the implications of these laws, the article evaluates that disarticulation between pedagogical and disciplinary knowledge in training continues to be a problem in initial formation. In this context, spaces for practical training are relayed as reflective instances that contribute both to the construction of educators and the integration of said knowledge, as well as to identity elements that distinguish them as professionals. Training needs, evidenced by educators in professional practice, have challenged the training institutions and public policy. The latter has responded with a field of incipient accompaniment in our country: the processes of induction and mentoring that, together with the permanent and contextualized formation, configure a new transition in teacher training and teacher professional development.