A Mismatch between the Policies in Preservice Teachers Training and Their Jobs in the Colombian Education System

Angélica Aguillón-Lombana,José Marín-Juanías

doi:10.4236/jss.2020.88035

Abstract

The objectives of this descriptive study were, first, to identify the main transversal training areas demanded by the public policies in higher education to frame teacher training in undergraduate programs in Colombia and, second, to determine whether the job contexts in which in-service teachers of Basica Primaria and Basica Secundaria1 favor or hamper the application of the main transversal competences demanded by the public policies in higher education. Data were collected from the database of the project “Pandemnesis: Archivos Testimoniales, Diarios de la Experiencia, Cronicas y Fuentes desde America Latina” carried out by CLACSO2 and La Universidad Distrital Francisco Jose de Caldas, and a documentary review on teacher training policies. The results suggest that there is a mismatch between the higher education policies issued in Colombia and what the graduates of higher education in pedagogy can do with the competences developed in science and technology and pedagogical research training.

Highlights

The results suggest that there is a mismatch between the higher education policies issued in Colombia and what the graduates of higher education in pedagogy can do with the competences developed in science and technology and pedagogical research training
Two research questions are posed to guide the attainment of the previous objectives: - What are the main transversal areas demanded by the public policies that frame teacher training in undergraduate programs in Colombia? - Do the job contexts in which in-service teachers of Básica Primaria and Básica Secundaria in different regions of the country favor or hamper the application of the main transversal competences demanded by the public policies in Education?
The results regarding the first objective of the study, the identification of the recurrent transversal training areas demanded by the public policies that frame teacher training in undergraduate programs in Colombia, evidenced that there are two recurrent training areas: training in science and technology and pedagogical research training

Summary

Introduction

Marín-Juanías the General Law of Education of 1994 and different decrees released in the last few years These documents have diverse functions; one of them is to guide and regulate the faculties of education in aspects linked to teachers training. The abovementioned texts include aspects of public policies that regulate teachers’ training, theoretical and methodological issues and epistemological implications that must be taken into consideration when teachers are trained in an education faculty. One of those aspects is related to equip teachers with competences to both undertake investigations on pedagogy and disseminate and release information about the findings of their research, through science and technological resources

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Conclusion