Continuous Professional Development of teachers in Chile: Embedded in the Accountability Policy?

Abstract

Continuous Professional Development of teachers is a field of research and reflection, given its relevance in the improvement of educational systems and student learning. Thus, this field is structured not only from a conceptualization, but also in its relationship as part of a system. The objective of this article is to analyze the continuous professional development of teachers and how it is intertwined with the Accountability policy. For this purpose, secondary data analysis is used as a technique with a central axis in the proposal of models and professional perspective of Day (2004) and Kennedy (2005, 2014), together with other key authors, which allow theoretical anchoring, and the relationship between these with accountability policies associated with teacher development. Among the conclusions, it is evident that the continuous professional development system is interwoven and conditioned by various practices or strategies derived from this type of policy. This has repercussions on the configuration of a managerial professional model, in addition to a training itinerary, focused on the transmission and modeling of a prescribed professional perspective; therefore, its general form consolidates accountability and the managerialist perspective of professional work.