TY - JOUR
T1 - Identidad docente y políticas de accountability
T2 - El caso de Chile1
AU - Aguilar, Claudia Carrasco
AU - Luzón, Antonio
AU - LOPEZ LEIVA, VERONICA ALEJANDRA
N1 - Publisher Copyright:
© 2020.
Copyright:
Copyright 2020 Elsevier B.V., All rights reserved.
PY - 2019/12
Y1 - 2019/12
N2 - Accountability policies in Chile are based on a quality education measurement system that includes standardized testing with high consequences, and different threat, punishment and seduction systems for schools that do not improve their academic results. In this context, the identity of teachers is defied. This study sought to analyze the identity of teachers working in the chilean municipal system in the context of accountability policies in this sector. We conducted 22 focused interviews and 4 focus groups with teachers and other educational actors from four educational centers whose socio-educational vulnerability index (IVE) was higher than 75%. The results of the content analysis indicate a standardization of the teaching work, which brings as a consequence both a technification of their identity as well as ways of responding through vocation and professional commitment, despite a discredit of the profession. This perception is shared by the students and their families, who confirm teacher's perception of low social recognition.
AB - Accountability policies in Chile are based on a quality education measurement system that includes standardized testing with high consequences, and different threat, punishment and seduction systems for schools that do not improve their academic results. In this context, the identity of teachers is defied. This study sought to analyze the identity of teachers working in the chilean municipal system in the context of accountability policies in this sector. We conducted 22 focused interviews and 4 focus groups with teachers and other educational actors from four educational centers whose socio-educational vulnerability index (IVE) was higher than 75%. The results of the content analysis indicate a standardization of the teaching work, which brings as a consequence both a technification of their identity as well as ways of responding through vocation and professional commitment, despite a discredit of the profession. This perception is shared by the students and their families, who confirm teacher's perception of low social recognition.
KW - Chile
KW - Commitment
KW - Standardization
KW - Teachers
KW - Vocation
UR - http://www.scopus.com/inward/record.url?scp=85089689801&partnerID=8YFLogxK
U2 - 10.4067/S0718-07052019000200121
DO - 10.4067/S0718-07052019000200121
M3 - Article
AN - SCOPUS:85089689801
VL - 45
SP - 121
EP - 139
JO - Estudios Pedagogicos
JF - Estudios Pedagogicos
SN - 0716-050X
IS - 2
ER -