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Aufsatz (Zeitschrift) zugänglich unter
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
| Originaltitel |
Certification policy: reflections based on the Chilean case of the INICIA test for beginner teachers |
|---|---|
| Paralleltitel | Politika certificiranja: refleksije, osnovane na cilskem primeru testa INICIA za ucitelje zacetnike |
| Autoren | Aravena, Felipe; Quiroga, Marta |
| Originalveröffentlichung | CEPS Journal 8 (2018) 4, S. 29-46 |
| Dokument | Volltext (238 KB) |
| Lizenz des Dokumentes | Deutsches Urheberrecht |
| Schlagwörter (Deutsch) | Lehrerausbildung; Lehramtsstudent; Berufsanfänger; Zertifizierung; Bildungspolitik; Bildungssystem; Qualität; Wissen; Evaluation; Test; Diskursanalyse; Chile |
| Teildisziplin | Schulpädagogik Bildungsorganisation, Bildungsplanung und Bildungsrecht |
| Dokumentart | Aufsatz (Zeitschrift) |
| ISSN | 2232-2647; 22322647 |
| Sprache | Englisch |
| Erscheinungsjahr | 2018 |
| Begutachtungsstatus | Peer-Review |
| Abstract (Englisch): | 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.) |
| weitere Beiträge dieser Zeitschrift | CEPS Journal Jahr: 2018 |
| Statistik |  Anzahl der Zugriffe auf dieses Dokument
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| Prüfsummen | Prüfsummenvergleich als Unversehrtheitsnachweis |
| Eintrag erfolgte am | 10.01.2019 |
| Quellenangabe | 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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