Page 5 - Profesores para Chile

FOREWORD BY
CLAUDIO ELÓRTEGUI RAFFO

CHANCELLOR OF THE PONTIFICIA UNIVERSIDAD
CATÓLICA DE VALPARAÍSO

ver since its foundation, the Pontificia Universidad Católica de
Valparaíso (PUCV) has demonstrated a strong commitment to PROFESORES PARA CHILE
training outstanding professionals, with the purpose of making a
real and substantial contribution to Chilean society. Not only do
our students receive quality education—supported by a six-year
institutional accreditation as of 2021— but also they receive an
education that incorporates universal values to make them become
well-rounded people.
Today, more than ever, our country is debating over the role of
E education and the impact teachers have on the development and
learning of children and youth. Throughout the years, the PUCV has raised
questions and initiated academic discussions to shed light on teacher
education and how best to meet the needs of both, our school system and the
development of our country.

Our university has proven that it is possible to foster innovations of major
significance. Over the years, we have been able to anticipate challenges in
education and design curricula that have prepared teachers to successfully
adapt to the continuous, demanding changes called for by the teaching
profession, with a seal of quality and excellence.

The constant improvement to the 14 programmes of study offered
by the PUCV has allowed our undergraduate students to access
solid disciplinary knowledge. Additionally, our pedagogical,
didactic, and practical training has provided them with the
tools and competences they need to face the challenges of
the XXI century classroom and to bring about changes that
undergo our country’s diverse school settings.

At the PUCV, the Vision of educating the best teachers for Chile
is not only an aspiration, but also a driving force inscribed in
its history. Based on facts and results, we have broadened
our long-term vision of what it means to be a teacher today,
within the frame of our updated Educational Model. At the
same time, we have improved our institutional processes and
promoted strategic planning centred on student learning.
Higher education has always had to face new challenges from
which the richness of educational institutions stems.
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