Abstract

Since the 1990s, various countries have created policies aimed at controlling teacher training through regulation and accountability. However, empirical evidence on the effects of these policies is scarce and contradictory. In Chile, accountability and deregulation work in tandem in teacher training. In 2016, the Chilean government approved the policy for the Professional Development System for Teachers, including mandatory accreditation for teacher training programs, a gradual increase in selectivity for prospective teachers, renewal of standards, and implementation of diagnostic tests for student teachers. Through semi-structured interviews, this qualitative exploratory study analyzes how 40 directors of teacher training programs in 10 Chilean universities enact—interpret and respond to—this policy. Using a qualitative content analysis, we identified four groups of interpretations and responses, for which the differences could be understood based on contextual dimensions that modulate conceptions of professionalism, justice, and power relationships expressed by the participants. This study contributes to the understanding of the aspects that influence the enactment of teacher training policies, expanding the scant empirical research in this area, and informing policymakers and teacher trainers.