Abstract

Introduction: In this article, the performances achieved during the intermediate practicum of two cohorts of future teachers from an initial teacher training program in Chile are analyzed. The objective is to evaluate how these students align with the standards of Chilean public policy in terms of their teaching skills and competencies. Methodology: A quantitative methodology was used, which included a total of 89 pedagogy students. The tasks analyzed, called protocols, are designed to meet the requirements of the Chilean public policy standards. These protocols were evaluated to determine the level of competence achieved by the students. Results: The results show that most of the considered protocols achieve a competent or outstanding level. The protocol that reaches the highest level of achievement in both years is the implementation of teaching, which is the only one evaluated by the school center mentor teachers. This outstanding performance indicates that future teachers are well-prepared in this specific area. Discussion: The results suggest that the initial teacher training program facilitates the majority of future teachers in reaching the performances defined by the initial training standards established in public policy. The implementation of teaching stands out as a key strength of the program, reflecting the effectiveness of mentoring and supervised practice. Conclusions: The analysis allows us to affirm that the initial teacher training program in Chile is effective in preparing future teachers to meet public policy standards. The high competence in the implementation of teaching highlights the quality of the training and the importance of continuous evaluation and mentoring in the professional development of pedagogy students.