A Model in Crisis? Analyzing Assessment Convergence Between Future Teachers and Their Respective Training Institutions in Chile

Datos Bibliográficos

ID16913121
AutoresDavid G Miranda (0000-0002-4558-3604, Universidad de Playa Ancha de Ciencias de la Educación, autor de correspondencia), Jorge Gaona (0000-0001-6367-529X, Universidad de Playa Ancha de Ciencias de la Educación), Paola Ramírez (0000-0003-0112-8375, Catholic University of the Maule), Andrea Vergara Gómez (0000-0001-6388-8412, Catholic University of the Maule), Ruben Menares (0000-0002-6071-3825, University of Valparaíso)
Año2025
Volumen15
Número3
Fecha de publicación2025-01-01
Open AccessSí
TipoARTICLE
RevistaSAGE Open (JOURNAL)
Identificadores de la revistaISSN: 2158-2440 • E-ISSN: 2158-2440
EditorialSAGE Publications (PUBLISHER • US)
DOI10.1177/21582440251357059
OpenAlexW4413862473
IdiomaEN
Referencias citadas19

This study aims to analyze the convergence of evaluative results between future teachers and their respective training institutions, based on the outcomes obtained in the Chilean National Diagnostic Evaluation of Initial Teacher Training, specifically focusing on the section of pedagogical knowledge for Mathematics Education programs nationwide as a case study. These data were contrasted with the indicators associated with Chilean higher education system access, major accreditation, and university accreditation levels. A distribution analysis and multiple correspondence analysis were performed, considering relevant sociodemographic variables. Results show a strong convergence between university selection scores and institutional accreditation, but not with program accreditation or individual variables. This suggests a misalignment between institutional prestige and the actual formative outcomes of future teachers. Evaluation instruments appear to be disconnected from the realities of teacher training, favoring standardized, decontextualized models. Significant performance gaps persist between different program types, revealing structural and pedagogical biases in the current system

Economic growth · Economics · Geography · Mathematics education · Political science · Education and Teacher Training · Educational Practices and Policies · Psychology · Second Language Learning and Teaching