Políticas de estandarización chilena
Entre la subjetividad normada y performática del profesorado en formación inicial
Bibliographic Data
| ID | 11315439 |
|---|---|
| Authors | Alejandra Viviana Nocetti de la Barra (0000-0003-2509-8051, Universidad Católica de la Santísima Concepción), Carolina Flores-Lueg (0000-0001-5219-0617), Carolina Bernarda Flores-Lueg (University of Bío-Bío), Carolina Valenzuela Baeza (0000-0001-8626-3634, Universidad Adventista de Chile) |
| Year | 2026 |
| Volume | 56 |
| Issue | 1 |
| Pages | 129-160 |
| Publication date | 2026-01-08 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Revista Latinoamericana de Estudios Educativos (JOURNAL) |
| Journal identifiers | ISSN: 0185-1284 • E-ISSN: 2448-878X |
| Publisher | Universidad Iberoamericana, A. C (PUBLISHER) |
| DOI | 10.48102/rlee.2026.56.1.731 |
| OpenAlex | W7123526820 |
| Language | ES |
Currently, it is possible to observe the proliferation of policies focused on improving teacher education and measuring their performance. In this context, the study's objective was to understand how preservice teachers construct their professional subjectivity based on interactions with normative discourses and institutional expectations derived from standardization policies in the Chilean university context. The methodological approach was qualitative, employing an instrumental case study with 19 education students. Among the findings, it is possible to highlight the university's role as a device for symbolic mediation and regulation, capable of intervening in teacher identity, which is configured under a regulated and performative subjectivity, given that future teachers prioritize behaviors aligned with compliance to external demands at the expense of an authentic and contextualized professional practice
Mediation · Normative · Performative utterance · Reflexivity · Standardization · Subjectivity · Education and Teacher Training · Education in Rural Contexts · Educational and Organizational Development
| Highly cited | No |
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