Abstract

Initial and in-service teacher education in Chile is part of the major neo-liberal transformations of thirty years ago. Such transformations represented the progressive dismantling of state responsibility from a legal as well as an economic perspective. Within this framework, the construction of public policies of teacher education moved from complete disaffection during the dictatorship—when the main political actions were accessibility, consolidation, and state incentives for the private-sector supply of education—to become, during subsequent democratic governments, one of the pillars of the educational reform of 1996. The goal of the reform has been to generate compensatory and regulatory actions without modifying the previous model.