Teacher training models and programs in Chile and Mexico

Abstract

The formation of competent teachers who can provide quality education requires the establishment of models and training programs that develop professional skills, both in the initial stages and throughout their careers. In this regard, Initial Teacher Training (ITT) serves as a means through which future teachers can build competencies, disciplinary and pedagogical knowledge, and apply them in daily practice. The objective of this article is to provide an overview of teacher training models and programs in Chile and Mexico, examining aspects related to legal frameworks, governmental bodies regulating initial teacher training, policies aimed at improving initial training, education quality assessment, and suggestions for integrating new forms of initial teacher training. A comparative methodology is employed to identify similarities and differences, with the aim of identifying trends in teacher training. The results show that both nations have responded to international recommendations by orienting their principles towards initial training focused on improving the quality of teaching, with training institutions and evaluation playing a crucial role in transforming learning processes. However, it is important to note that there are still areas of opportunity that need to be addressed in order to enhance the teachers' educational journey.