Contributions to the analysis of rationales existing in teacher's practices

Abstract

The Educational Reform in Chile, as other reforms around the world, has come to develop a program of guidelines to foster the transformation and improvement of teacher's training. The assumption is that improving the initial instruction program for teachers, the pedagogical practices will improve at the school level, and as a consequence the quality and equity of students' learning processes will improve at the nation wide level. Some research findings show that at least there is a gap between the initial instructional programs for teachers and their school practices. 
Within this framework, the research problem is formulated around the following questions: what are the current characteristics of the relations between the initial instructional programs (field) for teachers and the field of pedagogical practices in the school? What are the rationales embedded in each of the fields? And finally, what are the relations between both rationales?.