Abstract
Since 2016 the Chilean legal framework establishes specific exigencies for attracting students to teaching career programs, one of them is through Training and Special Access Programs to Teaching Careers.
Even though most universities have implemented programs accomplishing this role, these have been created within a wide range of perspectives and a lack of precision in what respects to their similarities and differences. This paper aims to characterise these Access Program of Public Universities.
The main results of the study show a broad diversity of purposes, training models as well as accompanying mechanisms developed for the training stage. However, there are two main trends of the programs: those with a focus on writing and numeracy academic capabilities, and others have a focus on identifying pedagogic vocation and teachers’ social role.
By considering the cohesion between their purposes and methodological designs findings allow orienting a continuing improvement of Access Programs, together with defining particular orientations for the creation and implementation of the programs in other higher education institutions
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Copyright (c) 2020 Nicolás Alejandro Hormazábal González, Nicole Abricot Marchant, Rocío Fernández Ugalde, Karen Oyarzo Vargas, Esteban Maldonado Cortez, Marlene Alvarado Arteaga, Carolina Bravo Tobar, Karla Campaña Vilo, Amalia Rojas Varela, María Teresa Castañeda Díaz