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The Political Economy of Teacher Training in Latin America: A Review of the Research Literature

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The Palgrave Handbook of Teacher Education Research

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Abstract

The education systems of Latin America rank low in international comparisons of student achievement on standardized tests. Of the ten Latin American countries that participated in PISA 2015, nine received “Poor” scores (Chaia 2017). Over the past several decades, a variety of reforms have been attempted, but none has yet resulted in a system-wide improvement. Although each country’s history is shaped by a variety of unique features, there are common elements that impact efforts to improve education. Failure of reforms to generate system-level improvements implies a failure to attend to those factors essential for success. Three recent major studies have attributed the low achievement of Latin American students to characteristics of those who became teachers (Bruns & Luque 2014; Elacqua et al. 2018; Torres Hernández & Lozano Flórez 2019). Alternatively, there is evidence that student achievement can be raised significantly by changes in methods of teaching. This chapter begins with a discussion of the antecedents of education systems in Latin America. That section is followed by a review of reports covering the region. These are presented in more detail in seven case studies, five from the largest countries and two from countries that are attempting reforms radically different from the others. Quality of teaching is a major concern in all seven systems, and improvement in teaching and learning outcomes can be accomplished through changes in teacher training. The chapter concludes with a summary of what available research suggests might be an effective strategy for the improvement of teacher training.

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Authors and Affiliations

  1. Graduate School of Education of Harvard University, Swampscott, MA, USA

    Noel McGinn

  2. Univesidad Autonoma, Santiago, Chile

    Ernesto Schiefelbein

Authors
  1. Noel McGinn
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  2. Ernesto Schiefelbein
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Correspondence to Noel McGinn .

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  1. Division of Leadership and Innovation, Mary Low Fulton Teachers College, Arizona State University, Tempe, AZ, USA

    Maria Teresa Tatto

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McGinn, N., Schiefelbein, E. (2022). The Political Economy of Teacher Training in Latin America: A Review of the Research Literature. In: The Palgrave Handbook of Teacher Education Research . Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-59533-3_71-1

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  • DOI: https://doi.org/10.1007/978-3-030-59533-3_71-1

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  • Publisher Name: Palgrave Macmillan, Cham

  • Print ISBN: 978-3-030-59533-3

  • Online ISBN: 978-3-030-59533-3

  • eBook Packages: Springer Reference EducationReference Module Humanities and Social SciencesReference Module Education

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