Abstract
Highlighting how the quality of education is at the center of global concerns and discourses, and the crucial role attributed to teacher education in the global quest for education quality, the chapter discusses quality issues in teacher education that have arisen in Latin America from the 1990s onward. In doing so, the chapter examines critically policy initiatives to reform teacher education in this region over the last two decades as prompted by global trends and issues in global discourses. The themes addressed are the following: (a) teacher education institutional structures and protection/evaluation of their quality, (b) effects of structural changes on recruitment of suitable candidates, (c) curricular balance between content knowledge, pedagogy, and practice, (d) preparation for inclusive teaching, for Indigenous and migrant populations, and (e) digital technologies and the future of teaching. Analysis of these issues in Latin America, and their links with global imperatives, suggests that the teacher education improvement is a complex undertaking that needs to consider both the characteristics, specificities, and problems that prevail in distinct contexts, and what global analysis and experiences can provide through international studies and policy.
Support from PIA-CONICYT Basal Funds for Centers of Excellence Project FB0003 and from the FRQSC postdoctoral fellowship program (B3ZR-B5R) is gratefully acknowledged
This is a preview of subscription content, log in via an institution.
References
Acosta, F. (2019). OECD, PISA and the Educationalization of the world: The case of the Southern Cone countries. In C. Ydesen (Ed.), The OECD’s historical rise in education. The formation of a global governing complex (pp. 175–196). Palgrave Macmillan.
Arias Ortega, K., Quintriqueo, S., & Valdebenito, V. (2018). Monoculturalidad en las prácticas pedagógicas en la formación inicial docente en La Araucanía, Chile. Educação e Pesquisa, 44. https://doi.org/10.1590/s1678-4634201711164545
Ávalos, B., & Bellei, C. (2019). Is Chilean education departing from market-oriented and new public management systems? In C. Ornelas (Ed.), Politics of education in Latin America: Reforms, resistance and persistence. Brill-Sense.
Ávalos, B., & Reyes, L. (2020). Historical development of teacher education in Chile. Facts, policies and issues. Emerald Publishing.
Ávalos, B., Flores, M. A., & Araneda, S. (2021). Battling to keep education going. Chilean and Portuguese teacher experiences in COVID-19 times. Teachers and Teaching. Theory and Practice. https://doi.org/10.1080/13540602.2021.2012758
Ávalos-Bevan, B. (2017). Teacher education in South America: A problem or a solution? In T. A. Trippestad, A. Swennen, & T. Werler (Eds.), The struggle for teacher education. International perspectives on governance and reforms (pp. 147–167). Bloombsbury Publishing.
Béteille, T., & Evans, D. K. (2021). Successful teachers, successful students: Recruiting and supporting society’s most crucial profession. The World Bank Group.
Bonal, X. (2002). Globalización y política educativa: un análisis crítico de la agenda del Banco Mundial para América Latina. Revista Mexicana de Sociología, 64, 3–35.
Brown, P., Lauder, H., Ashton, D., Yingje, W., & Vincent-Lancrin, S. (2008). Education, globalisation and the future of the knowledge economy. European Educational Research Journal, 7(2), 131–156. https://doi.org/10.2304/eerj.2008.7.2.131
Brun, M., & Hinostroza, J. E. (2014). Learning to become a teacher in the 21st century: ICT integration in initial teacher education in Chile. Journal of Educational Technology & Society, 17(3), 222.
Bruns, B., & Luque, J. (2014). Great teachers: How to raise student learning in Latin America and the Caribbean. International Bank for Reconstruction and Development/The World Bank.
Carrasco-Aguilar, C., & Figueroa Varela, M. (2019). Formación inicial docente y high stakes accountability: El caso de Chile. PRO, 23(3). https://doi.org/10.30827/profesorado.v23i3.9978
Cerqua, A., & Gauthier C. (2013). La qualité de l’education dans le discours des organisations internationales: Exigences du point de vue de la professionnalisation de l’enseignement. Initio, Université Laval, 2013. Réformes scolaires: perspectives internationales, 3(1), 26–44. hal-02157990.
Chuquilin Cubas, J. (2017). Formación docente y carrera magisterial en el Perú. In P. Ducoing Watty, B. Orozco Fuentes, J. Chuquilin Cubas, & O. González (Eds.), Formación Docente en Europa & América Latina. XIV Congreso Nacional de Investigación Educativa. http://www.comie.org.mx/congreso/memoriaelectronica/v14/doc/simposios/0497.pdf
Cochran-Smith, M. (2005). The new teacher education: For better or for worse? Educational Researcher, 34(7), 3–17.
Cochran-Smith, M., & Fries, M. K. (2001). Sticks, stones, and ideology: The discourse of reform in teacher education. Educational Researcher, 30(8), 3–15.
Cochran-Smith, M., Carney, M. C., Keefe, E. S., Burton, S., Chang, W. C., Fernández, M. B., Sánchez, J. G., & Baker, M. (2018). Reclaiming accountability in teacher education. Teachers College Press.
Dale, R. (2018). Globalization, higher education, and teacher education: A sociological approach. In R. Bruno-Jofré & J. Scott Johnson (Eds.), Teacher education in a transnational world. University of Toronto Press.
Danielson, Ch. (2007 2nd ed.). Enhancing professional practice: A framework for teaching. ASCD.
Díaz-Barriga, A. (2021). Política de la educación normal en México. Entre el olvido y el reto de su transformación. Revista Mexicana de Investigación Educativa, 26(89), 4553–4560.
Dieter Meyer, H. D., Tröhler, D., Labaree, D., & Hutt, E. (2014). Accountability: Antecedents, power, and processes. Teachers College Record, 116(9), 1–12. https://www.tcrecord.org. ID Number: 17547. Accessed 22 Aug 2021.
Ducoing Watty, P., Orozco Fuentes, B., Chuquilin Cubas, J., & González, O. (2017). Formación Docente en Europa & América Latina. XIV Congreso Nacional de Investigación Educativa. http://www.comie.org.mx/congreso/memoriaelectronica/v14/doc/simposios/0497.pdf
Echávarri, J., & Peraza, C. (2017). Modernizing schools in Mexico: The rise of teacher assessment and school-based management policies. Education Policy Analysis Archives, 25(90). http://dx.doi.org/epaa.v25.2771
Elacqua, G., Hincapié, D., Vegas, E. & Alfonso, M. (2018). Profesión: Profesor en América Latina. ¿Por Qué Se Perdió el Prestigio Docente y Cómo Recuperarlo. BID. https://publications.iadb.org/es/profesion-profesor-en-america-latina-por-que-se-perdio-el-prestigio-docente-y-como-recuperarlo
Ellis, V., Steadman, S., & Mao, Q. (2020). ‘Come to a screeching halt’: Can change in teacher education during the COVID-19 pandemic be seen as an innovation? European Journal of Teacher Education, 43(4), 559–572. https://doi.org/10.1080/02619768.2020.1821186
Fabara Garzón, E. (2013). Estado del arte de la formación docente en el Ecuador. Cuadernos del Contrato Social por la Educación, 8.
Fabara Garzon, E. (2017). La formación para la docencia en Ecuador. In M. E. Ortiz, & E. Fabara, M. S. Villagómez, & L. Hidalgo (Coord.), La Formación y el Trabajo Docente en el Ecuador. Editorial Abya-Yala. https://dspace.ups.edu.ec/bitstream/123456789/14919/1/La%20formacion%20y%20el%20trabajo%20docente%20en%20el%20Ecuador.pdf
Garay Aguilar, M., & Sillard Velásquez, M. (2018). Evaluación sobre los procesos formativos de los docentes de la región de Magallanes (Chile). Sophia Austral, 21, 27–42. http://www.sophiaaustral.cl/index.php/shopiaaustral/article/view/130
Gatti, B. A., de Sá, S., Barretto, S., Afonso, D., de André, M. E., & Albieri de Almeida, P. C. (2019). Professores do Brasil. Novos Cenários de Formação. UNESCO.
ILO. (1989). C 169 – Indigenous and tribal people convention. ILO.
International Task Force on Teachers for Education 2030. (2018). Strategic plan 2018–2021. https://teachertaskforce.org/knowledge-hub/strategic-plan-2018-2021-0
Jackson, L. (2016). Globalization and education. In Oxford research encyclopedia of education. Oxford University Press. https://doi.org/10.1093/acrefore/9780190264093.013.52
James, P., & Steger, M. (2014). A genealogy of ‘globalization’: The career of a concept. Globalizations, 11(4), 417–434. https://doi.org/10.1080/14747731.2014.951186
Kapucu, N. (2006). New public management: Theory, ideology and practice. In A. Farzamand & J. Pinkowski (Eds.), Handbook of globalization, governance, and public administration (pp. 889–901). Routledge.
Ley/20.903. (2016). Sistema de Desarrollo Profesional Docente. https://www.leychile.cl/N?i=1087343&f=2016-04-01&p=
López Molina, A. (2016). La formación inicial docente y el debate sobre la calidad educativa en Guatemala. In N. J. Ibagón Martin, D. T. Gómez Rodríguez, & J. Santamaría Vargas (Eds.), Pensar la Educación en América Latina (pp. 147–182). La Gran Colombia.
McGarr, O., & Mcdonagh, A. (2019). Digital competence in teacher education. Output 1 of the Erasmus+ funded Developing Student Teachers’ Digital Competence (DICTE) project. https://dicte.oslomet.no/
Medrano Camacho, V., Ángeles Mendez, E., & Morales Hernandez, M. A. (2017). La Educación Normal en México¡. Elementos para su Análisis. Instituto Nacional de Evaluación de la Educación. https://www.inee.edu.mx/wp-content/uploads/2019/01/P3B108.pdf
Montufar Noriega, E. F. (2019). Resultados del Cambio de la Formación Inicial Docente en Guatemala. Gazeta, 12 Nov. https://gazeta.gt/resultados-del-cambio-de-la-formacion-inicial-docente-en-guatemala/
Navarro, J. C., & Verdisco, A. (2000). Teacher training in Latin America: Innovations and trends (Technical paper series. EDU 114). International Development Bank. https://publications.iadb.org/en/publication/11370/teacher-training-latin-america-innovations-and-trends
Novaes, L. C., & Silva, T. M. M. e. (2020). As recomendações de organismos internaçionais na política educacional paulista. Arquivos Analíticos de Políticas Educativas, 28. https://doi.org/10.14507/epaa.28.4389
OECD. (2005). Teachers matter: Attracting, developing and retaining effective teachers. OECD Publishing.
OECD. (2016). Teaching excellence through professional learning and policy reform: Lessons from around the world. OECD Publishing.
OECD. (2019). How teachers learn: An OECD perspective. OECD. https://issuu.com/oecd.publishing/docs/how_teachers_learn_-_an_oecd_perspe
Peters, M. A., & Humes, W. (2003). Education in the knowledge economy. Policy Futures in Education, 1(1), 1–19. https://doi.org/10.2304/pfie.2003.1.1.1
Resnik, J. (2016). The power of numbers and networks: Understanding the mechanisms of diffusion of educational models. Globalisation, Societies and Education, 14, 2. https://www.tandfonline.com/doi/full/10.1080/14767724.2016.1173821
Rivas, A. (2015). América Latina Después de Pisa. Lecciones Aprendidas de la Educación en Siete Países (2000–2015). CIPPEC.
Rivas, A. (2019). ¿Quién Controla el Futuro de la Educación? Siglo Veintiuno Editores Argentina.
Rizvi, F., & Lingard, B. (2009). Globalizing education policy. Routledge.
Robertson, L. S. (2012). Placing teachers in global governance agendas. Comparative Education Review, 56(4), 584–607. https://doi.org/10.1086/667414
Rojas Moreno, I., & Ducoing Watty, P. (2021). Políticas docentes para la formación del profesorado en Brasil y Colombia. Revista Mexicana de Investigación Educativa, 26, 89. http://www.scielo.org.mx/scielo.php?script=sci_arttext&pid=S1405-66662021000200395&lng=es&nrm=iso&tlng=es
Rufinelli, A. (2013). La calidad de la formación docente en Chile: La perspectiva de los profesores principiantes. Calidad en la Educación, 39, 118–154. https://doi.org/10.31619/caledu.n39.80
Silva, J., Usart, M., & Lázaro-Cantabrana, J. L. (2019). Competencia digital docente en estudiantes de último año de pedagogía de Chile y Uruguay. Comunicar, XXVII, 61. https://doi.org/10.3916/C61-2019-03
Smith, W. C. (2014). The global transformation toward testing for accountability. Education Policy Analysis Archives, 22(116), n116.
Spring, J. (2008). Research on globalization and education. Review of Educational Research, 78(2), 330–363.
Starkey, L. (2020). A review of research exploring teacher preparation for the digital age. Cambridge Journal of Education, 50(1), 37–56. https://doi.org/10.1080/0305764X.2019.1625867
Suárez, N., Mena, D., Gómez, V., & Fernández, A. I. (2019). La Formación del Profesorado en Iberoamérica. Tendencias, Reflexiones y Experiencias. Universidad Tecnológica Indoamérica.
Tatto, M. T., Schwille, J., Senk, S., Ingvarson, L., Rowley, G., Peck, R., Bankov, K., Rodríguez, M., & Reckase. (2012). Policy, practice and readiness to teach primary and secondary mathematics in 17 countries. Findings from the IEA Teacher Education and Development Study in Mathematics (TEDS-M). International Association for the Evaluation of Educational Achievment (IEA). https://www.iea.nl/sites/default/files/2019-02/TEDS-M_International_Report.pdf
The World Bank. (2018). World development report 2018: Learning to realize education’s promise. World Bank. https://doi.org/10.1596/978-1-4648-1096-1
Tolofari, S. (2005). New public management and education. Policy Futures in Education, 3(1), 75–89.
Torres, R. M. (2000). Reformas educativas, docentes y organizaciones docentes en América Latina y el Caribe. En Los docentes protagonistas del cambio educativo. CAB/Editorial Magisterio Nacional.
UNESCO. (2014). Teaching and learning: Achieving quality for all. EFA global monitoring report 2013/14. UNESCO.
UNESCO. (2020). Education in a post-COVID world: Nine ideas for public action. International commission on the futures of education. UNESCO. https://en.unesco.org/news/education-post-covid-world-nine-ideas-public-action
UNESCO. (2021). Los Aprendizajes Fundamentales en América Latina y El Caribe. Resumen Ejecutivo. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000380257
UNESCO OREALC. (1982). Major project of education in Latin America and the Caribbean. UNESCO OREALC. https://unesdoc.unesco.org/ark:/48223/pf0000146869?2=null&queryId=ef514275-b9b9-490b-9e80-38d98f14ef5c
UNESCO OREALC. (2001). Overview of the 10 years of the major project of education in Latin America and the Caribbean. UNESCO OREALC. https://unesdoc.unesco.org/ark:/48223/pf0000135468_eng?1=null&queryId=ef514275-b9b9-490b-9e80-38d98f14ef5c
UNESCO OREALC. (2021). Formadoresde docentes en seis países de América LatinaInstituciones, prácticas y visions. UNESCO OREALC. https://unesdoc.unesco.org/ark:/48223/pf0000380227
UNESCO OREALC. (2015). Informe de Resultados TERCE. Factores Asociados. UNESCO OREALC. https://unesdoc.unesco.org/ark:/48223/pf0000243533. Retrieved 1 August 2021.
United Nations. (August 2020). Policy brief: Education during COVID-19 and beyond. https://unsdg.un.org/sites/default/files/2020-08/sg_policy_brief_covid-19_and_education_august_2020.pdf
Vaillant, D. (2017). Formación Docente en América Latina, Contexto de Actuación, Dilemas y Desafíos. https://www.researchgate.net/publication/321713450
World Bank. (2015) Indigenous Latin America in the Twenty-First Century. World Bank. https://openknowledge.worldbank.org/bitstream/handle/10986/23751/Indigenous0Lat0y000the0first0decade.pdf
Author information
Authors and Affiliations
Section Editor information
Rights and permissions
Copyright information
© 2022 The Author(s), under exclusive licence to Springer Nature Switzerland AG
About this entry
Cite this entry
Voisin, A., Ávalos-Bevan, B. (2022). Global Discourses, Teacher Education Quality, and Teacher Education Policies in the Latin American Region. In: The Palgrave Handbook of Teacher Education Research . Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-59533-3_51-1
Download citation
DOI: https://doi.org/10.1007/978-3-030-59533-3_51-1
Received:
Accepted:
Published:
Publisher Name: Palgrave Macmillan, Cham
Print ISBN: 978-3-030-59533-3
Online ISBN: 978-3-030-59533-3
eBook Packages: Springer Reference EducationReference Module Humanities and Social SciencesReference Module Education