“How can we change if we are the same people?”: Chilean academic leaders’ experiences implementing a practice-based teacher education approach

Abstract

A growing body of literature in teacher education stresses the importance of enhancing the training of pre-service teachers through a practice-based teacher education approach centered on core teaching practices. However, further research is needed to explore how schools of education implement this approach at an institutional level. Through semi-structured interviews, this paper reports on how seven academic leaders from two Chilean schools of education experienced implementing this practice-based teacher education approach. The findings reveal factors that support and challenge the organizational learning necessary to enact the approach at an institutional level. This study also highlights implications for practice.