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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 |
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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 |
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 |