Dissenting from what? the rupture of Chilean teachers with the long-term consensus on teacher professional development

Bibliographic Data

ID7154808
AuthorsFelipe Acuña (0000-0003-1634-6594, Universidad Católica Silva Henríquez, corresponding author), Rocío Fernández Ugalde (0000-0003-4991-8034, University of Cambridge)
Year2025
Volume23
Issue1
Pages63-78
Publication date2025-01-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueGlobalisation Societies and Education (JOURNAL)
Journal identifiersISSN: 1476-7724 • E-ISSN: 1476-7732
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/14767724.2023.2294133
OpenAlexW4390667578
LanguageEN
Citations received3
References cited25

This article examines the division within Chile’s main teacher organisation caused by a dissident movement during the development of the new National Teaching Policy (PND), which occurred between the years 2014 and 2016. It focuses on the teachers’ collective awakening and the internal logic of neoliberal teacher policies. Through interviews and policy analysis, the study concludes that the dissident teacher movement has made visible the exclusion of teachers’ experiences in PND discussions, undermining the so-called consensus on teacher professional development. However, while we argue that these findings illustrate the importance of teachers’ unions as policy actors, we also suggest that this latter role is limited if they do not develop, in addition to the necessary critique, a shared political-pedagogical project

Dissenting opinion · Pedagogy · Political science · Politics · Professional development · Sociology · Educator Training and Historical Pedagogy · Global Education and Multiculturalism · Global Educational Policies and Reforms · Law

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