Abstract

Lately, mechanisms have been created and strengthened to ensure the quality of pedagogy students, such as the compulsory accreditation of these courses in Chile, which must meet different requirements, like defining a graduation profile and having instruments to evaluate them. However, at present few instruments allow estimating, from the student's perspective, the achievement of profiles. This research proposes an instrument, with adequate metric conditions, aligned with the main Educational Policies of Chile, that allows us to characterize a comprehensive graduation profile and therefore to measure, from the perspective of pedagogy students, how much of this profile is achieved. It is framed in a positivist paradigm, with quantitative techniques, propositive, descriptive, and inferential scopes. The research ends with the presentation of a reliable and valid measuring instrument that could be used to guide initial teacher training.