The Current State of Teacher Training in Latin America

• In Event: Comparative Studies in Teacher Education

Abstract

1. Objectives

This paper discusses the antecedents of teacher education systems in Latin America and reviews reports covering five countries in the region. The paper concludes with a summary of what available research suggests might be an effective strategy for the improvement of teacher training.

2. Perspective(s) or theoretical framework

The education systems of Latin America rank low in international comparisons of student achievement on standardized tests. Of the 10 Latin American countries that participated in PISA 2015, nine received “Poor” scores (McKinsey 2017). Over the past several decades a variety of reforms have been attempted, but none has yet resulted in a system-wide improvement. Although each country’s history is shaped by a variety of unique features, there are common elements that impact efforts to improve education. Failure of reforms to generate system-level improvements implies a failure to attend to those factors essential for success. Three recent major studies have attributed the low achievement of Latin American students to characteristics of those who became teachers (Bruns & Luque, 2014; Elacqua et al., 2018; Torres Hernández & Lozano Flórez, 2019). Alternatively, there is evidence that student achievement can be raised significantly by changes in methods of teaching.

3. Methods, techniques, or modes of inquiry

The reforms and conditions of teacher education in Latin American are illustrated in seven country case studies five from the largest countries including Argentina, Mexico, Bolivia, Colombia and Brazil, and two smaller countries Bolivia and Ecuador that are attempting reforms radically different from the others.

4. Data sources

Past research, reviews of the Latin American literature on teacher education reform, and research reports.

5. Results and/or substantiated conclusions or warrants for arguments/point of view

This review suggests several directions for a more detailed study. The literature search turned up only two interventions that have been systematically evaluated. Both required follow up studies to avoid slipping back into traditional practices. In the case of the Colombian New School, demonstration schools ensured that new teachers applied tested lesson plans and materials appropriately. If teachers are to be trained in universities, their professors should model the teaching methods that are most effective in primary and secondary schools (Pavié Nova, 2018). In the Chilean experience with flipped classes in universities, professors had to be reminded to encourage active student participation in class.

6. Scientific or scholarly significance of the study or work

There is some evidence that learning outcomes can be raised significantly by changes in methods of teaching. For example, one large experiment worked with rural teachers in Colombia to identify lesson plans and materials that produced learning. Over time a new curriculum taught by rural teachers enabled students from poor, less-educated families to achieve learning outcomes higher than those of urban students. A second innovation trained teachers in Chile to prepare materials that students would study at home in preparation for active class participation. The effect was improved attendance and learning. Neither of these alternatives, however, has yet been carried out at a national level.

Authors

• Ernesto Schiefelbein, Universidad Autonoma de Chile

• Noel McGinn