Abstract
This essay examines the accreditation of initial teacher training programs in Chile –evaluation criteria, requirements, consequences, standards, procedures and financial arrangements- and compares them to accreditation processes in countries with a strong quality assurance of their teaching force. Chilean accreditation of initial teacher training is also compared to features that should be present in any assessment used for purposes of accountability. The essay concludes with the identification of the main weaknesses we should overcome in order to increase the contribution of the accreditation process to the quality assurance of the teaching force in our country.
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