Graduation Profiles of Pedagogy Programmes According to the Current Educational Policies

Jessica C Medina,José A González

doi:10.5539/ies.v12n6p83

Abstract

The research analyzes the graduate profiles of pedagogical careers belonging to the universities of the Valparaíso region, Chile. For this purpose, a metrically consistent instrument has been proposed and created, according to the main Education Policies of the country that is called as an integral profile, which includes aspects with which Chilean teachers are evaluated, plus indicators of inclusion and citizen education. These Policies are not always measured, that’s why universities give such importance to these three educational policies. For these reasons, the objective of this article is to analyze, based on quantitative techniques, the relation of similarity between graduation profiles and educational policies, contributing to empower the descended aspects and to visualize the importance that the universities grant to train students with an integral profile. The results of this research invite to promote the Educational Policies related to the exit profiles of the pedagogical careers, since having integral profiles contributes to form a model of teacher training for the country, especially in those with emerging economies, such as those of Latin America.

Highlights

Introduction and Background to the ResearchProblemThe last years the quality of education has been part of Public Policies at all levels and initial teacher training has not been the exception, since the footprint of these careers, quality, has a greater impact on the formation of people from the first formal education (Schwartzman, 2015)
It must be indicated that the results are based on the scores obtained in the elaborated instrument, which is made up of 28 indicators, whose punctuation form is dichotomous, that is, it has or does not have the indicator, and the total score in the instrument is of 28 points, identified as an integral profile 100% achievement or closest to it, which is presented in the annex
The initial teacher training is a fundamental part to improve the quality of education, more when they are accompanied and aligned with the requirements and Educational Policies that are currently necessary

Summary

Introduction

The last years the quality of education has been part of Public Policies at all levels and initial teacher training has not been the exception, since the footprint of these careers, quality, has a greater impact on the formation of people from the first formal education (Schwartzman, 2015). In this way, teachers are considered a key element to improve education in the country (Darling-Hammond, 2010). Given the variety of requirements that current graduation profiles must possess, the CNA states that they must consider the disciplinary foundations and guidelines that reflect the mission, vision and institutional purposes, a disciplinary update consistent with the current Policies, among others (Ministry of Education, 2006)

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Discussion

Conclusion