ERIC Number: EJ1201215
Record Type: Journal
Publication Date: 2018
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1855-9719
EISSN: N/A
Certification Policy: Reflections Based on the Chilean Case of the INICIA Test for Beginner Teachers
Aravena, Felipe; Quiroga, Marta
Center for Educational Policy Studies Journal, v8 n4 p29-46 2018
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.
Descriptors: Teacher Certification, Reflection, Beginning Teachers, Foreign Countries, Educational Policy, Pedagogical Content Knowledge, Teacher Education, Teacher Education Programs, Teacher Evaluation, Holistic Approach, Teacher Competency Testing
University of Ljubljana, Faculty of Education. University of Ljubljana Kardeljeva plošcad 16. Slovenia. Tel: +386-1-5892-344; e-mail: editors@cepsj.si; Web site: https://ojs.cepsj.si/index.php/cepsj/index
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Chile
Grant or Contract Numbers: N/A