Index
Beatrice Ávalos
(University of Chile)
Leonora Reyes
(University of Chile)
Historical Development of Teacher Education in Chile
ISBN: 978-1-78973-530-7, eISBN: 978-1-78973-529-1
Publication date: 23 October 2020
This content is currently only available as a PDF
Citation
Ávalos, B. and Reyes, L. (2020), "Index", Historical Development of Teacher Education in Chile (Emerald Studies in Teacher Preparation in National and Global Contexts), Emerald Publishing Limited, Leeds, pp. 117-120. https://doi.org/10.1108/978-1-78973-529-120201012
Publisher
:Emerald Publishing Limited
Copyright © 2020 Beatrice Ávalos and Leonora Reyes. Published under exclusive licence by Emerald Publishing Limited
INDEX
Academy of Saint Louis
, 10–11
Accreditation
, 63
and teacher education quality
, 67–70
Alliance for Progress
, 42
Amunátegui, Gregorio
, 78
Amunátegui, Miguel Luis
, 18, 78, 82–83
August Comte
, 18
Aymara people
, 3, 101–102
teacher preparation for
, 106–107
Bachelet, Michelle
, 66
Balmaceda, José Manuel
, 18, 20
Bello, Andŕes
, 12, 79
British Comprehensive School system
, 43–44
Bulnes, Manuel
, 12, 15
Bustamante, Brunequilda
, 90
Camilo Henŕıquez
, 8–9
Caroline School (Convictorio Carolino)
, 8, 10–11
Centre for Curriculum, In-service, Experimentation and Pedagogic Research (CPEIP)
, 41–42
Cerda, Pedro Aguirre
, 29–30, 45
Cervelló, Mercedes
, 16–17
Chilean ‘criollos’
, 7–8
Chilean economy, changes in
, 28–30
Chilean educational system
, 75
Chilean National Education Prize
, 89–90
Chilean public education system
, 11
Civil society concerns
, 64–70
Colegio Versin
, 76–77
Completion
, 58
Compulsory Primary Education Law
, 24, 25, 89–90
Concepción
, 83
Curriculum changes
, 58–59
De Educacion Popular
, 78
de Salas, Manuel
, 8–11, 24
de San Martin, José
, 7–8
Decroly, Ovide
, 24
Delayed state action
, 84–86
Delegated authorities
, 45
Democracy, teacher education in
civil society groups
, 65
from policy void to public management and quality control policies
, 58–60
re-building teacher education
, 56–60
research evidence, civil society concerns and new legislation
, 64–70
Dewey, John
, 1
Domeyko, Ignacio
, 12
‘Economically free’ women
, 88
Education
, 11
issue
, 23–24
planning for education change
, 35
reform
, 34–35
Education Law
, 55
Egaña, Juan
, 8–9
Enrolment
, 58
Erŕazurriz, Zañartu Federico
, 17–18
Female teacher preparation
, 75–80
institutional changes in preparation of female teachers
, 80–89
institutionalisation
, 78–80
post-1973 period
, 91–93
women teacher voices
, 89–93
‘Feminisation’ of teaching and public recognition
, 86–89
Ferdinand VII
, 7–8
Ferríere, Adolphe
, 1, 24
FFID project implementation
, 58–60
curriculum changes and innovations
, 58–59
enrolment and completion
, 58
student learning through practicum experiences
, 60
First Education Conference
, 32
Ford Foundation
, 42
Frei, Eduardo
, 39, 57
Froebel approach
, 84–85
Gender differentiation
, 75
General Association of Chilean Teachers
, 81
General Law for Primary Education
, 80
General Public Education Convention
, 85–86
General Rulings for Primary Education
, 81
German pedagogy
, 25–26
Government commitment to expand and improve teacher education
, 15–20
Great Depression (1929)
, 28–29
Higher Humanities
, 32–33
IEA Teacher Education Study
, 64
169 ILO Convention
, 102–103
Import-substitution policy
, 29
Indigenous Law
, 3
Indigenous populations, teacher education for
early education opportunities for indigenous people
, 99–102
indigenous people in Chile
, 98
intercultural education future
, 107–109
paradigmatic change
, 102–103
teacher education for inter-cultural bilingual contexts
, 103–107
Information Communication Technologies (ICT)
, 59
Innovations
, 58–59
Institutional broadening of teacher education
growth and development of teacher education institutions
, 28–33
social changes, teacher organisations and teacher education
, 23–28
tranquillity
, 33–35
Institutional building of Chilean public education
, 15–20
Institutional changes in preparation of female teachers
, 80–89
Institutional re-structuring of teacher education institutions
, 30
Institutionalisation of female teacher preparation
, 78–80
Inter-cultural bilingual contexts, teacher education for
, 103–107
Intercultural Bilingual Education (IBE)
, 3, 102–103
International TEDS-M test
, 64–65
Jaraquemada, Liceo Paula
, 83
‘Juntas’
, 7–8
Kennedy, J. F.
, 39
Kerschensteiner, Georg
, 24
Labarca, Amanda
, 25–26, 88–89
Lancaster, Joseph
, 9–10
Lancaster method
, 10
Lancaster Schools
, 8–12
Le Brun, Isabel
, 82–83
Legal basis for improved system of teacher education
, 65–67
Letelier, Valentin
, 1, 19–20
Liberating Expedition
, 7–8
Light entrance examination
, 12–13
Madrid, Juan
, 84–85
Maluschka, Leopoldina
, 85–86
Mann, Horace
, 15–16
Manuel de Salas Experimental School
, 33
Mapuche people
, 3, 99–101
teacher preparation for
, 104–105
Marin, Gladys
, 2–3, 91
Metropolitan Education University
, 55
Mistral, Gabriela
, 2–3
Montessori, Maria
, 1, 24
Montt, Manuel
, 12–13, 15, 20, 78–79
Mourgues, Noemí
, 88
National Accreditation Agency
, 66
National Association of Teachers
, 24
National Corporation of Indigenous Development (CONADI)
, 102–103
National Education Association
, 85–86
National Institute (Instituto Nacional)
, 8–9
National unified school
, 43–44
Neoliberal economics
, 48–51
changing institutional setting of teacher education
, 49–51
New Chilean education system
, 41
New legislation
, 64–70
‘New public management’ policies
, 61
1928 education reform
, 36
agreements
, 26–27
reversal of
, 28
short-lived
, 25
1931 Reform
, 29
1965 education reform
, 39–43
primary teacher education raising to tertiary level
, 41–42
university teacher preparation
, 42–43
Normal School for Male Teachers
, 12–15
Nuevos Rumbos
, 88
Núñez, José Abelardo
, 1, 17–18, 20
O’Higgins, Bernardo
, 7–10
Pedagogic Institute
, 2, 19, 27–28, 89–90
Pedagogic Institute
, 82, 88–89
Penguin revolution
, 61
Pinochet, Augusto
, 1–2
Planning Committee
, 40
Political map of Chile
, 97
Portales, Diego
, 77
Preschool educators preparation
, 84–86
Presidential Directives for Education
, 49
Primary Education Law
, 16, 76
Primary teachers
, 86–89
education raising to tertiary level
, 41–42
preparation
, 25–27
preparation development
, 30–32
Problem-Based-Learning (PBL)
, 58–59
Project funding
, 63–64
Public education
, 100–101
Puebla, Belarmina
, 78
Quality improvement through control mechanisms
, 61–64
attracting suitable candidates for teaching
, 62–63
teacher education quality
, 63–64
Re-building teacher education
, 56–60
Research evidence
, 64–70
Research on teacher education quality
, 64–65
Revista de Instrucción Primaria (Primary Education Review)
, 86
Sarmiento, Domingo Faustino
, 12–15, 78
School Inspectorate (Visitadoras de Escuelas)
, 88
School teacher preparation development
, 15–20
Secondary education
, 10–11, 98
Secondary school teacher preparation
, 82–84
Secondary teachers
, 86–89
preparation
, 27
preparation development
, 32–33
Social changes
, 23–28
Social issue
, 23–24
Soto, Viola
, 89–90
Soviet polytechnic education
, 43–44
Spanish Reconquest
, 7–8
Student learning through practicum experiences
, 60
Tarragó, Antonia
, 82–83
Teacher Association
, 25
Teacher Development Law
, 2
Teacher education
, 1, 7, 23–28
changing institutional setting of
, 49–51
in Chile
, 2
development of school teacher preparation
, 15–20
early education policies of military regime
, 44–48
educational developments between 1830 and 1849
, 11–15
towards end of 2000s decade
, 67–70
towards end of colonial period and early Republican One
, 8–11
institutional building of Chilean public education
, 15–20
‘military government policies’ impact
, 45–48
under military regime
, 43–48
reform
, 34–35
Teacher education institutions
in Chile
, 7
growth and development of
, 28–33
institutional re-structuring of
, 30
Teacher education quality
, 63–64
accreditation and
, 67–70
research on
, 64–65
Teacher Education Strengthening Project
, 57
Teacher organisations
, 23–28
Teacher preparation
for Aymara people
, 106–107
for Mapuche people
, 104–105
Teacher Professional Development Law
, 1–2, 66–67
Teachers for Indigenous Population
, 98
Teachers of First Instruction (Reglamento para Maestros de Primeras Letras)
, 9
Teachers Vocation Scholarship programme
, 62
Thompson, Diego
, 10
Traditional educators
, 103, 108
Tranquillity
, 33–35
2016 Gratuity Law
, 62–63
UNESCO
, 35, 39–40
University of Chile
, 2, 23, 28, 55, 78
University of Concepción
, 43
University of San Felipe
, 8, 12
University teacher preparation
, 42–43
University-based Teacher Education
, 47
Urrutia, Abdolomira
, 88
Valdivieso, Joaquín Larraín
, 76–77
Women teacher voices
, 89–93
- Prelims
- Introduction
- Part 1 Teacher Education From Its Beginnings to the Year 2020
- Chapter 1 The Beginnings: Teacher Education in the Nineteenth Century
- Chapter 2 Teachers in the New Century: Institutional Broadening of Teacher Education (1900–1965)
- Chapter 3 Progress and Setbacks in Teacher Education (1965–1989)
- Chapter 4 Teacher Education in Democracy (1990–2020). Improvement, Markets and Quality Control Policies
- Part 2 Social Inclusion in Teacher Education: Gender and Indigenous People
- Chapter 5 Gender Relations and the Role of Women in Teaching and Teacher Education
- Chapter 6 Teacher Education for Indigenous Populations
- Chapter 7 Concluding Remarks
- Index