Abstract

Introduction. In Chile, several educational reforms and policies aimed at improving initial teacher training have been generated and implemented in recent decades to impact the quality of the education system. In this context, several studies ought to describe the outcome of implementing such reforms and policies. Aim. To describe the central milestones in initial teacher training in Chile, analyzing them in the context of initial teacher training policies in the country. Method. A scientific literature review was conducted for academic texts published between 2010 and 2019, using the Google Scholar, Web of Science, and Scopus databases containing the concepts initial teacher training, educational policy, and Chile. Results. The results indicate that the policies promoted by the State have been implemented by the universities that train teachers. In addition, the results of the Inicia Test (which assesses professional knowledge and skills of final year Education students) demonstrate that teachers do not reach the expected disciplinary and pedagogical performance standards — weaknesses perceived by career graduates. Conclusions. Initial teacher training policies could not steadily increase the number of students interested in Education training, nor could they reduce the gap between university training and actual professional practice. There is a weak correlation among the mechanisms of control implemented. As a recommendation, we suggest broadening the scope of the search so as to include government financial policy on higher education since the 1990s.