ECEC teachers' paradoxical views on the new Chilean System for Teacher Professional Development
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2020Metadatos
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Pardo, Marcela
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ECEC teachers' paradoxical views on the new Chilean System for Teacher Professional Development
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Resumen/Reseña
This article presents the main findings of a mixed-method study that explored ECEC teachers' views on the recently enacted STPD for Teacher Professional Development (STPD) in Chile. Relying on a mixed-method design, we gathered data from individual and group interviews and an online survey conducted with 268 ECEC teachers. Drawn from both a priori and emergent categories, our findings reveal that participants held four paradoxical views on the new System: salary justice versus monetizing of the profession; professional teaching recognition versus counter-pedagogical identity, rigorous evaluation versus inappropiate evaluation instruments, and palpable individual career advancement versus doubtful field development. These paradoxes show that ECEC teachers have a positive global view of the new STPD, despite their perception of its individualistic and counter-ECEC pedagogical nature, suggesting a claim for their right to professional development and decent working conditions, as well as a criticism of the STPD's neoliberal foundation.
Patrocinador
ANID/PIA/Basal Funds for Centers of Excellence
UNESCO-OREALC [ADM/2016-0160761]
FB0003
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Artículo de publicación ISI Artículo de publicación SCOPUS
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URI: https://repositorio.uchile.cl/handle/2250/173826
DOI: 10.1080/09575146.2020.1736008
Cita del ítem
Early Years marzo 2020
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