Article
Early Years. Special Issue: Early Childhood Education and Care in Latin America  

ECEC teachers’ paradoxical views on the new policy for professional career advancement: Chile as a paradigmatic case of ECEC professional development regulation

Pardo, Marcela; Adlerstein, Marcela

Keywords: EARLY CHILDHOOD EDUCATION, TEACHERS, POLICIES, PROFESSIONALISM

Abstract

This article presents a study aimed to describe ECEC teachers’ understandings on the National Teacher Evaluation System, a recently approved policy device to regulate their professional career advancement in Chile (Law 20.903, 2016). It draws upon a qualitative study commissioned by the National Undersecretary of Early Childhood Education. It approached the evaluation component of the system which also includes others such as initial preparation, mentoring and in-service development.

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Título de la Revista: Early Years. Special Issue: Early Childhood Education and Care in Latin America