Prelims

Half Title Page

Historical Development of Teacher Education in Chile

Series Page

Emerald Studies in Teacher Preparation in National and Global Contexts

Series Editors:

Teresa O'Doherty, Marino Institute of Education, Dublin, Ireland

Judith Harford, University College Dublin, Ireland

Thomas O'Donoghue, University of Western Australia, Australia

Teacher preparation is currently one of the most pressing and topical issue in the field of education research. It deals with questions such as how teachers are prepared, what the content of their programmes of preparation is, how their effectiveness is assessed, and what the role of the ‘good’ teacher is in society. These questions are at the forefront of policy agendas around the world.

This series presents robust, critical research studies in the broad field of teacher preparation historically, with attention also being given to current policy and future directions. Most books in the series will focus on an individual country, providing a comprehensive overview of the history of teacher preparation in that country while also making connections between the past and present and informing discussions on possible future directions.

Previously published:

The Emergence of Teacher Education in Zambia

By Brendan Carmody

Teacher Preparation in Ireland

By Thomas O'Donoghue, Judith Harford, Teresa O'Doherty

Teacher Preparation in South Africa

By Linda Chisholm

Historical Perspectives on Teacher Preparation in Aotearoa New Zealand

By Tanya Fitzgerald and Sally Knipe

Catholic Teacher Preparation

By Richard Rymarz and Leonardo Franchi

Teacher Preparation in Northern Ireland

By Séan Farren, Linda Clarke and Teresa O'Doherty

Forthcoming in this series:

Teacher Preparation in Singapore: Different Pasts, Common Future?

By Yeow-Tong Chia, Jason Tan, Alistair Chew

Teacher Preparation in France

By Imelda Elliott and Emeline Lucuit

Title Page

Historical Development of Teacher Education in Chile: Facts, Policies and Issues

Beatrice Ávalos

University of Chile

Leonora Reyes

University of Chile

United Kingdom – North America – Japan – India – Malaysia – China

Copyright Page

Emerald Publishing Limited

Howard House, Wagon Lane, Bingley BD16 1WA, UK

First edition 2020

Copyright © 2020 Beatrice Ávalos and Leonora Reyes

Published under exclusive licence by Emerald Publishing Limited.

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British Library Cataloguing in Publication Data

A catalogue record for this book is available from the British Library

ISBN: 978-1-78973-530-7 (Print)

ISBN: 978-1-78973-529-1 (Online)

ISBN: 978-1-78973-531-4 (Epub)

Dedication

We dedicate this book to all teachers in Chile (initial education, preschool, basic and secondary) (Arts & Sciences and technical–vocational), as well as to teacher educators in teacher education departments and faculties of education.

We also dedicate the book to student and beginning teachers who will sustain the education system in the years to come.

List of Tables, Figures, Illustrations and Maps

Tables

Figures

Illustrations

Map

Foreword

This book describes the origins and development of teacher education in Chile, from the nineteenth century onwards. It is among the few of its kind written in the country, although there are many historical sources that deal with aspects of teacher education. These range from the first history of education written by Amanda Labarca (1939) to a number of books dealing with such history, including the most recent four volume Historia de la Educación en Chile: 1810–2010, edited by Sol Serrano, Macarena Ponce de Leon and Francisca Rengifo. The scholarship of all these authors was immensely useful in the construction of this historical account of teacher education in Chile, covering over two centuries.

The content and form of teacher education is similar over many countries not just because of current interchange of experiences and relevant research but also because of contacts between Europe, the United States and the Latin American countries from the nineteenth century onwards. Thus, Chile established its first normal school (also first in Latin America) on the basis of the French experience, and its first secondary preparation programme was marked by German Herbartian pedagogy. In the early twentieth century, John Dewey's educational thought inspired teachers proposing changes in the structure and form of teacher education, which they hoped would take the form of a single institution preparing all teachers (primary and secondary). Their ideal only materialised in the twenty-first century with the Teacher Professional Development Law (2016) that decreed that all forms of teacher education must be provided by accredited universities.

The close link between policy and teacher education provisions is the thread that runs across the book. Without clear policy commitment in the early nineteenth century, the first normal school would not have been established in 1842. Equally, without attention being paid by government to intellectuals' demand in the 1880s for the expansion and quality of secondary education, the Pedagogical Institute preparing secondary teachers would not have been established in 1889. The need to widen education coverage and foster its improvement as voiced by international organisations in the 1960s moved the Chilean government in 1965 to raise normal school teacher preparation to tertiary level. However, market policies impacting on teacher education growth in the first decade of the 2000s seriously undermined its quality. The decision to halt such growth as well as the acknowledgement that all Chileans should be educated in line with twenty-first century capacity requirements provided the ground for legislation that raised teacher education requirements both at individual and institutional level.

We hope this book will allow those who prepare for teaching and their educators to value both the institutional history and comparative studies of teacher education as a source of learning to teach in a global world.

Beatrice Ávalos and Leonora Reyes

Acknowledgements

We gratefully acknowledge support for the writing of this book from ANID/PIA/Basal Funds for Centres of Excellence FB0003