Overview of Initial Training and Employability of ECEC Teachers in Chile

Abstract

Initial teacher training has been central in determining the quality of education, leaving behind basic training for more solid theoretical foundations, making improvements in the status of teachers, increasing salaries and greater social valuation (Pedró, 2020). This study examines the initial training received by ECEC professionals in Chile, analyzing the level of training achieved by Chilean universities and the employment situation of their graduates, in order to identify the entry conditions and processes associated with professional quality. Being exploratory in nature, the characteristics of the IDF and the criteria associated with employability were examined, yielding categorical results on the deficient training of professionals.