Page 58 - Profesores para Chile

The principles that support teacher initial training are • Reflection on and systematic inquiry of pedagogical practices,
establishing a dialogue with the community and with updated
• Pedagogical and Social relationships: Teacher training presupposes knowledge in order to strengthen the professional performance.
that learning is a social process; hence, it fosters the development of
pedagogical, social and equitable relationships that favour learning • Willingness to contribute to strengthening and developing the
and well-being in all students as dignified human beings. school community alongside the school professionals, the families
and the local community.
• Improvement to Learning: Teacher training essentially focuses
on students’ learning improvement. This training implies the In addition, the 2014 Committee on Institutional Initial Teacher Training
development of competences for effectively teaching diverse established that teacher training at the PUCV must be grounded in
students, generating learning through the mastery of disciplinary, ten common fundamental professional/pedagogical competences as
didactic, psychological and pedagogical dimensions. This means a determined by each Academic Unit. These competences are included in
teaching style that surmises that all students are able to learn and each of the graduation career profiles and articulated as follows:
that are given a sense of achievement regardless of their educational The teacher trainee
basis.
1. Puts into action all concepts, principles and theories concerning
• Use of evidence: Teacher training accumulates evidence to identify
teaching and learning challenges, experiment with innovative the purpose of education, socialization, learning and human
practices and monitor the development and impact of changes. development to identify students’ potentialities, needs and
Also, it promotes the development of a wide range of student-centred interests in such a way as to effectively contribute to their full
teaching-learning approaches. development.
2. Plans and implements teaching suitably so that all students can
• Pedagogical Leadership: Teacher training offers formal and informal
opportunities to exercise pedagogical leadership and develop learn, making use of the knowledge about the school context and
collective teacher agency through the generation of professional the characteristics of the students.
learning communities that get teacher educators and school system 3. Understands and puts into practice the curricular framework
teachers together. and the pedagogical and didactic principles that support quality
teaching for all students.
• Partnerships with the School System: Teacher education seeks to
encourage the development of professional capabilities of pre- 4. Designs and adequately implements the learning sequences,
service teachers through associations with the school system. This ensuring coherence among the institutional educational project,
implies making this relationship stronger, beyond the teaching disciplinary contents, and didactics.
practice experiences, and entering into mutual short- and long-term
collaboration and cooperation agreements. 5. Generates a classroom atmosphere that fosters learning in all
students, favouring participation and collaboration, as well as
• Different types of knowledge and expertise: Teacher training respect and consideration of diversity.
entertains and draws on different knowledge sources and expertise;
e.g. that which emerges from both, teaching experience and 6. Knows a variety of didactic strategies and uses them in such a way
disciplinary and pedagogical knowledge. for the learning process that they are coherent with both, the nature
of the contents and the needs derived from the characteristics of
• Content-related integration: Teacher training must be considered the students.
an integrated whole that embraces disciplinary, didactic, and
pedagogical contents. 7. Designs different assessment methods suitable to register the
students’ academic progress and uses the results to provide
• Theory and practice: Teacher training is based on the union of feedback on the learning process and improve the pedagogical
theory and practice. Overcoming the artificial theory/practice practice.
dichotomy, as a criterion for methodologic separation, is one of the
main challenges. 8. Generates teaching knowledge by systematising pedagogical
research, personal and collaborative reflections and the evidence
For this reason, the PUCV has laid down the following four guidelines gathered from the students’ learning with the purpose of improving
for professors participating in initial teacher training, with the purpose pedagogical practices, raising professional performance standards
of informing pre-service teacher performance: and forging teacher identity.
• Capacity for effectively teaching diverse students, generating 9. Interacts with students, families, communities, colleagues, and
learning through a total mastery of disciplines, didactics, pedagogy other professionals in a constructive, collaborative manner to
and psychology. ensure the students’ learning and full development.
• Capacity for promoting pedagogical and social interactions with 10. Knows, explores, and adequately uses different research methods
the imprint of the university’s system of values characterized by to comprehend educational phenomena with a focus on improving
solidarity and equitable, democratic relationships that favour and innovating professional performance.
learning and well-being of all their students as dignified human
beings.

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