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Article (journal) accessible via
URN: urn:nbn:de:0111-pedocs-161859
DOI: 10.25656/01:16185; 10.26529/cepsj.558
URN: urn:nbn:de:0111-pedocs-161859
DOI: 10.25656/01:16185; 10.26529/cepsj.558
| Original Title |
Certification policy: reflections based on the Chilean case of the INICIA test for beginner teachers |
|---|---|
| Parallel title | Politika certificiranja: refleksije, osnovane na cilskem primeru testa INICIA za ucitelje zacetnike |
| Authors | Aravena, Felipe; Quiroga, Marta |
| Source | CEPS Journal 8 (2018) 4, S. 29-46 |
| Document | full text (238 KB) |
| License of the document | In copyright |
| Keywords (German) | Lehrerausbildung; Lehramtsstudent; Berufsanfänger; Zertifizierung; Bildungspolitik; Bildungssystem; Qualität; Wissen; Evaluation; Test; Diskursanalyse; Chile |
| sub-discipline | Curriculum and Teaching / School Pedagogy Organisation of Education, Educational Planning, Educational Legislation |
| Document type | Article (journal) |
| ISSN | 2232-2647; 22322647 |
| Language | English |
| Year of creation | 2018 |
| review status | Peer-Reviewed |
| Abstract (English): | The main purpose of this paper is to analyse a specific educational policy in a national context: INICIA (In Spanish: Start) in Chile. Enacted in 2008, this policy evaluates beginning teachers at the national level before they start their professional careers in schools. The INICIA has been categorised as a certification policy to measure what teachers know in relation to a certain disciplinary area. At present, INICIA is voluntary for beginning teachers. However, due to policy changes, a passing score on it will soon be necessary to become a nationally qualified teacher in Chile. Through a holistic analysis of the policy, we develop a complex picture of the problem INICIA generates as a requirement for certification. According to our analysis, INICIA has been misunderstood as a policy that provides quantitative and qualitative information about a teacher’s performance. In actuality, INICIA merely provides information about a specific moment in a teacher’s professional development and cannot be used as a predictor of future performance. (DIPF/Orig.) |
| other articles of this journal | CEPS Journal Jahr: 2018 |
| Statistics |  Number of document requests
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| Checksums | checksum comparison as proof of integrity |
| Date of publication | 10.01.2019 |
| Citation | Aravena, Felipe; Quiroga, Marta: Certification policy: reflections based on the Chilean case of the INICIA test for beginner teachers - In: CEPS Journal 8 (2018) 4, S. 29-46 - URN: urn:nbn:de:0111-pedocs-161859 - DOI: 10.25656/01:16185; 10.26529/cepsj.558 |
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