Abstract

This article analyzes the teaching practices reported by teacher trainers at three Chilean universities, focusing on how they integrate care into primary teacher training (PTT) in the Basic Education Teaching degree program. A qualitative approach with multiple case studies was used, interviewing seven university teachers. The results show that care is incorporated spontaneously, without planning, and is not formally evaluated in the degree program courses. The precarious material conditions at the university, the neglect of teacher educators and students, the lack of institutional support during school placements, and a paradigm that prioritizes the measurable over the relational reflect the need to rethink and strengthen care in PTT. © 2025 Centro de Estudos Educacao e Sociedade - CEDES. All rights reserved.