The Center for Pedagogical Improvement, Experimentation and Research (CPEIP) was the body in charge of calling on the various institutions to participate in the process of developing standards for pedagogy careers.

The Teacher Professional Development System through Law 20.903, mandates the Ministry of Education to develop the “Pedagogical and disciplinary Standards for Initial Teacher Training”, which will lay the foundations for the accreditation criteria for teacher training institutions, applied by the National Accreditation Commission, CNA.

One of the universities that was awarded the task of constructing the standards was the Pontificia Universidad Católica de Chile, in whose work sessions academics from regional universities - including the ULS - participate as part of the commissions in charge of developing both the standards disciplinary as well as the pedagogical ones of initial teacher training.

The proposal provides evidence of a development process by the teams of experts and includes a broad consultation, so the members in charge of developing the Chemistry standards decided to hold a focus group that would integrate graduates from the regional institutions that They participate in the preparation, in order to collect information that contributes to the improvement of standards.
In this way, the Coordinator of the Pedagogy degree in Chemistry and Natural Sciences, Dr. Patricia Pizarro - who is participating in the commission of the disciplinary standards of Chemistry - met with the qualified professors of the degree, to analyze each one. of them and present a common understanding.

“The focus group was made up of representatives from different years of degrees, who work in public, subsidized and private schools, with the idea that they become integrated into these issues that arise within the framework of the new Law,” said the Coordinator.

It should be noted that the construction of the standards considers current policies, the instruments that support teacher professional development and is based on the framework for good teaching. In this sense, the disciplinary standards will consider as areas of the teaching profession pedagogical knowledge (disciplinary knowledge), pedagogical practice (what is done in the classroom) and professional identity (differentiating aspects between teachers from other areas).

“The standards explain the skills, knowledge and dispositions that pedagogy graduates are expected to develop or acquire during initial teacher training, in order to ensure minimum performance in future professional practice. Teachers must develop knowledge for practice, in practice and from practice (...), the CPEIP explains that it aims to provide a more sophisticated view of initial teacher training and not so instructional, where the teacher in training develops the ability to propose different approaches to teaching and select the most appropriate one according to the context,” he emphasized.

In accordance with what is established by the MINEDUC, both disciplinary and pedagogical standards must be approved by the National Council of Education (CNED) before April 2018.

Source: PMI FIP ULS1501 Press