Una Aproximación Cualitativa al Impacto de la Ley 20.903 en la Calidad de Programas de Formación Inicial Docente de la Universidad de Los Lagos.
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| Title: | Una Aproximación Cualitativa al Impacto de la Ley 20.903 en la Calidad de Programas de Formación Inicial Docente de la Universidad de Los Lagos. |
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| Alternate Title: | A qualitative approach of the impact of the 20.903 Law on the quality of initial teaching training programs at Universidad de Los Lagos. Uma abordagem qualitativa do impacto da Lei 20.903 sobre a qualidade dos programas de formação inicial de professores na Universidade de Los Lagos. |
| Authors: | Barra-Ranni, Mauricio1 mauricio.barra@ulagos.cl, Guerrero-Molina, Gustavo1 gustavoignacio.guerrero2@alumnos.ulagos.cl, Saavedra-Hernández, Hugo2 hugo.saavedra@uchile.cl, Soto-Silva, Ignacio3 ignacio.soto@ulagos.cl |
| Source: | Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas. 10/24/2023, Vol. 31 Issue 117-118, p1-26. 26p. |
| Subject Terms: | *Teacher training, *Higher education, *Government policy, Quality assurance |
| Abstract (English): | The 20.903 Law published in 2016 establishes regulations for teaching degree courses in Chile, both in initial teaching training (ITT) and in the teaching workplace. Thus, the study characterizes the initial impacts and results of Law 20.903 and the norms of the Comisión Nacional de Acreditación (CNA) on the teaching degree courses of Universidad de Los Lagos and analyze the results of its quality levels. The study is a deepening of the CNA research project. It is a case study, in which the qualitative approach was used. Interviews were applied to managers and majors' headmasters, as well as focus group sessions to academics and students. It was concluded that the 20.903 Law would reduce the teaching careers deregulation: it would enhance the value of ITT, improve the curriculum and standardize teaching quality. However, participants affirm that it would lead to homogenization in training, and therefore emphasize the need to consider the territorial context in the training process. Besides, the new requirements of this law would result in a greater bureaucratization in the accreditation process of pedagogy careers and their sustainability would be at risk due to the increase in the minimum entrance scores for enrollment. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | En 2016 fue publicada la Ley 20.903, que establece regulaciones a las pedagogías en Chile, tanto en formación inicial docente (FID) como en el ejercicio profesional de dichas carreras. Así, se propone caracterizar los impactos iniciales y resultados de la Ley 20.903 y las normas de la Comisión Nacional de Acreditación (CNA) en las carreras pedagógicas de la Universidad de Los Lagos y analizar los resultados en sus niveles de calidad. El estudio constituye una profundización de un proyecto de investigación financiado por la CNA. Es un estudio de caso, en el cual se utilizó el enfoque cualitativo. Se aplicaron entrevistas a directores(as) y jefaturas de carrera, así como grupos focales a académicos(as) y estudiantes. Se concluye que la Ley 20.903 disminuiría la desregulación de las pedagogías: valorizaría la FID, mejoraría el currículo y estandarizaría la calidad. Aunque, participantes afirman que provocaría una homogeneización en la formación, por ende, relevan la necesidad de considerar el contexto territorial en el proceso formativo. Además, las nuevas exigencias de la ley derivarían en mayor burocratización en el proceso de acreditación de carreras pedagógicas y supondría un peligro para su sustentabilidad, ya que el aumento de los puntajes mínimos de ingreso perjudicaría la matrícula. [ABSTRACT FROM AUTHOR] |
| Abstract (Portuguese): | Em 2016, foi publicada a Lei 20.903, que estabelece regulamentos para os estudos pedagógicos no Chile, tanto na formação inicial de professores (ITE) quanto na prática profissional dessas carreiras. Assim, propomos caracterizar os impactos e resultados iniciais da Lei 20.903 e as regulamentações da Comissão Nacional de Acreditação (CNA) nas carreiras docentes da Universidade de Los Lagos e analisar os resultados em seus níveis de qualidade. O estudo é uma extensão de um projeto de pesquisa financiado pela CNA. Trata-se de um estudo de caso, no qual foi utilizada uma abordagem qualitativa. Foram realizadas entrevistas com diretores e chefes de programas de graduação, bem como grupos focais com acadêmicos e alunos. Conclui-se que a Lei 20.903 reduziria a desregulamentação das pedagogias: aumentaria o valor da FID, melhoraria o currículo e padronizaria a qualidade. Entretanto, os participantes afirmam que ela levaria a uma homogeneização do treinamento, destacando, assim, a necessidade de considerar o contexto territorial no processo de treinamento. Além disso, as novas exigências da lei levariam a uma maior burocratização no processo de credenciamento de diplomas de ensino e representariam um perigo para sua sustentabilidade, já que o aumento das pontuações mínimas de entrada seria prejudicial para a matrícula. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
| Abstract: | The 20.903 Law published in 2016 establishes regulations for teaching degree courses in Chile, both in initial teaching training (ITT) and in the teaching workplace. Thus, the study characterizes the initial impacts and results of Law 20.903 and the norms of the Comisión Nacional de Acreditación (CNA) on the teaching degree courses of Universidad de Los Lagos and analyze the results of its quality levels. The study is a deepening of the CNA research project. It is a case study, in which the qualitative approach was used. Interviews were applied to managers and majors' headmasters, as well as focus group sessions to academics and students. It was concluded that the 20.903 Law would reduce the teaching careers deregulation: it would enhance the value of ITT, improve the curriculum and standardize teaching quality. However, participants affirm that it would lead to homogenization in training, and therefore emphasize the need to consider the territorial context in the training process. Besides, the new requirements of this law would result in a greater bureaucratization in the accreditation process of pedagogy careers and their sustainability would be at risk due to the increase in the minimum entrance scores for enrollment. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 10682341 |
| DOI: | 10.14507/epaa.31.7959 |
