Agreements and Tensions: Program Coordinators' Interpretation and Responses to Teacher Education Accountability Policies in Chile

• In Event: Moscone Center West Roundtable Session 1
  In Roundtable Session: Division K Roundtable Session

Abstract

Diverse countries have developed policies intended to regulate teacher preparation (TP) using accountability and standards (Cochran-Smith, Piazza & Power, 2013). Based on a critical sociological perspective and policy enactment ideas (Braun, Ball, Maguire, & Hoskins, 2011), this exploratory qualitative study examines how TP program coordinators from diverse universities, interpret and respond to a new policy which increased accountability in Chile. 40 semi-structured interviews were analyzed using content analysis (Cáceres, 2003). The conclusions stated that participants’ agreements and tensions in the enactment of policy are related to programs’ material, external and situated contexts, and professional cultures (Ball, Maguire, & Braun, 2012). This study contributes to understand elements that mediate interpretation and responses to accountability policies in teacher education.

Authors

• Maria Beatriz Fernandez Cofre, Universidad de Chile

• Loreto Fernández, Universidad Alberto Hurtado