Syllabi and Standards: Mapping Teacher Education in Panama

• In Event: Policy Meets Practice: Comparative Insights on Teacher Development and Curriculum Reform

Proposal

This study examines the degree to which a Panamanian teacher education curriculum aligns with pedagogical standards from Chile. Using a qualitative documentary analysis, the research team coded the syllabi of 34 pedagogical courses against 91 descriptors from Chile’s 2023 Standards for the Teaching Profession. The key findings reveal a partial alignment, with only 41% of the descriptors covered, and significant gaps in areas such as instructional strategies and assessment. The paper highlights the need for a more coherent curriculum and proposes strategies that integrate international standards while honoring Panama’s unique educational context. The primary objectives were to identify areas of both convergence and gaps, and to suggest strategies for curricular improvement.
The study is grounded in the theory of comparative education and curriculum alignment, with a focus on constructive alignment. The paper notes that many Latin American countries have adopted national standards to improve the quality of teacher training. Chile is presented as a regional leader in this regard, with a clear framework of pedagogical standards that guide its programs, while Panama currently lacks a similar national framework. The Chilean standards are seen as an aspirational model for Panama, offering a clear structure and a benchmark for quality. Furthermore, the Chilean framework is relevant because it is integrated into broader policies for teacher development, evaluation, and career advancement. It also includes key 21st-century competencies, such as technology use, inclusion, and reflective practice, which are priorities in Panamanian educational reforms.
The research employed a qualitative documentary analysis focusing on the "programación analítica" (syllabi) of 34 courses from a public Panamanian university's Primary Education program (LEP). This program is nationally representative of teacher training in the country. The analytical framework used was Chile's 2023 Standards for the Teaching Profession, which consists of 12 pedagogical standards and 91 descriptors across four domains: Planning, Classroom Environment, Teaching Strategies, and Professional Responsibilities. To ensure reliability, the research team used a double-coding process, systematically reviewing each syllabus to identify evidence of the 91 descriptors and assigning codes based on their presence and degree of coverage (explicit, partial, or absent).
The data consisted of the syllabi from the 34 pedagogical courses, representing 63% of the total national enrollment in similar programs. The analysis reviewed 3,094 possible coding instances. The results showed that the Panamanian curriculum had partial alignment with the Chilean standards, covering only ten out of the twelve standards and accounting for just 41% of the total descriptors. Notably, the curriculum entirely lacked standards related to teaching strategies for deep learning and the use of assessment and feedback. While the curriculum demonstrated strong coverage (86%) of understanding student learning and development (Standard 1), it was weakest in areas such as developing students' thinking skills (Standard 8), with only 17% coverage.
The findings also revealed a significant imbalance between theory and practice, as the curriculum focuses on foundational knowledge but lacks consistent application. The study also identified contextual strengths in the Panamanian program, such as the inclusion of topics on teacher well-being and multigrade classroom instruction, which are not present in the Chilean standards but are relevant to the local context. Finally, a "hidden curriculum was noted", where some competencies were implicitly addressed but not formally articulated or mapped to a standards framework.
This study contributes to regional efforts to improve teacher education by providing a replicable methodology for standards-based curriculum mapping. The findings have several important implications for policy and practice in Panama. First, there is a clear need for curriculum redesign to incorporate and deepen coverage of critical pedagogical and assessment standards. Second, any national framework for teacher education should be informed by international best practices and also grounded in Panama's unique context, including its strengths in areas such as teacher well-being and multigrade teaching. Ultimately, the study underscores the necessity for targeted, in-service professional development to bridge the gap between theoretical knowledge and practical application, advocating for a national framework that is both globally informed and locally relevant.

Authors

• Mariana Leon, Quality Leadership University

• Carmen Montecinos

• Maria Alejandra Quintero