A Frame Analysis of Teacher Education Policies in Chile: A Story of Development and Control

• In Event: 65.079 - Roundtable Session 23
  In Roundtable Session: 65.079-3 - Repositioning Teacher Education Policy and Research Within Global Discourses: Critical Perspectives on Education Outside of the United States

Abstract

Chile is a country with high inequity and segregation in both K-12 education and teacher preparation programs. This policy analysis studies the current teacher preparation policies in Chile from a social justice perspective. Using a frame analysis methodology, this study examines the narrative stories implicit in these policies and the relationship between social justice with the teaching and teacher preparation programs’ characteristics promoted by these policies. Two predominant narrative stories were identified: a story of national development and justice, and a story of teacher control and teacher education failure. The results of this study shows both the particularities of the narrative stories related to justice in developing countries like Chile, and their similarities with other countries that implement neoliberal policies.

Author

• Maria Beatriz Fernandez Cofre, Boston College