A Mismatch between the Policies in Preservice Teachers Training and Their Jobs in the Colombian Education System

Abstract

The objectives of this descriptive study were, first, to identify the main transversal training areas demanded by the public policies in higher education to frame teacher training in undergraduate programs in Colombia and, second, to determine whether the job contexts in which in-service teachers of Básica Primaria and Básica Secundaria1 favor or hamper the application of the main transversal competences demanded by the public policies in higher education. Data were collected from the database of the project “Pandemnesis: Archivos Testimoniales, Diarios de la Experiencia, Crónicas y Fuentes desde América Latina” carried out by CLACSO2 and La Universidad Distrital Francisco José de Caldas, and a documentary review on teacher training policies. The results suggest that there is a mismatch between the higher education policies issued in Colombia and what the graduates of higher education in pedagogy can do with the competences developed in science and technology and pedagogical research training.