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• W2536504423 abstract "Since the 1990s, many countries have usedaccountability mechanisms in teacher preparation. Aligned with thistrend, the Chilean Ministry of Education has created nationalpolicies, which include national standards and an exit test forstudent teachers, grants for teacher education programs, anduniversity scholarships for prospective teachers. These policieshave been implemented in Chile, within the context of high socialsegregation and inequality, where accountability and deregulationwork together. The purpose of this study is to explore how teachingand teacher education are constructed in national teacher educationpolicy and university-based programs in Chile by unpackingassumptions about teaching, teacher education, and justice usingframe analysis. This study analyzes national policy documentsrelated to initial teacher education in Chile as well assemi-structured interviews and university and course documents fromtwo teacher preparation programs. This dissertation argues that theinfluence of Chile’s national teacher education policies on localteacher preparation programs was not uniform across the programs.Rather both national and local frames were influenced byinternational organizations and universities. This overarchingargument is based on four related propositions: 1) teacherpreparation programs have different conceptions of practice-basedteacher education and teaching while they have similar conceptionsof justice; 2) the differences among faculties’ conceptions areshaped by different narratives, based on participants’ view ofthemselves and their programs, conceptions of teaching knowledge,participation in policies, and alignment and articulation; 3)national policies and teacher preparation programs have differentconceptions of teaching and teacher education, but they havesimilar conceptions of justice; and, 4) Chilean national policiesare influenced by international discourses even though they usedifferent narratives to promote their changes. This study hasimplications for research, policy, practice, and activism. Buildingon the study’s findings, I constructed a framework that expands thenotion of the policy web, incorporating the connection betweenlocal and international discourses in teacher education. Thisframework also identifies four dimensions that shape university’sfaculty conceptions and explain the differences amongprograms." @default.
• W2536504423 created "2016-10-28" @default.
• W2536504423 creator A5005224207 @default.
• W2536504423 creator A5022726555 @default.
• W2536504423 date "2016-01-01" @default.
• W2536504423 modified "2023-09-26" @default.
• W2536504423 title "Framing teacher education in Chile: Negotiating local, national, and international discourses" @default.
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