📚 Volume 32, Issue 7
📋 ID: gu7Kdtl
Authors
Alixon David Reyes Rodriguez, Olga Quiroz Campos, Moises David Gallardo-Olivera
quality assurance; higher education; National Commission of Accreditation; pedagogy; Chile.
Abstract
Objective: to analyze the evolution of quality assurance policies in pedagogical careers in Chile.
Methodology: qualitative study, with comparative analysis based on case studies and
cross-sectional design. The analysis focuses on the evolution of quality assurance policies based on
the dimensions and evaluation criteria of teaching careers in Chile. The units of analysis are the
policies of the National Accreditation Commission, in different moments since the establishment of
the evaluations in the pedagogy careers. Results: three moments are identified in the quality
assurance processes of the pedagogy careers. Thus, quality assurance policies are rearranged in the
organization of evaluation dimensions and criteria, reaching greater complexity and transversality,
promoting self-regulation and continuous improvement, the qualification of initial teacher training
and the consolidation of a quality culture. Conclusions: the evolution of the quality assurance
processes of pedagogy careers expands and focuses efforts to improve the quality of initial teacher
training. The challenges are transparency, institutional capacity to achieve a culture of quality, and
the correlation between the requirements that accredit quality in pedagogy programs and the practice
of the teaching profession.
Methodology: qualitative study, with comparative analysis based on case studies and
cross-sectional design. The analysis focuses on the evolution of quality assurance policies based on
the dimensions and evaluation criteria of teaching careers in Chile. The units of analysis are the
policies of the National Accreditation Commission, in different moments since the establishment of
the evaluations in the pedagogy careers. Results: three moments are identified in the quality
assurance processes of the pedagogy careers. Thus, quality assurance policies are rearranged in the
organization of evaluation dimensions and criteria, reaching greater complexity and transversality,
promoting self-regulation and continuous improvement, the qualification of initial teacher training
and the consolidation of a quality culture. Conclusions: the evolution of the quality assurance
processes of pedagogy careers expands and focuses efforts to improve the quality of initial teacher
training. The challenges are transparency, institutional capacity to achieve a culture of quality, and
the correlation between the requirements that accredit quality in pedagogy programs and the practice
of the teaching profession.
📝 How to Cite
Alixon David Reyes Rodriguez, Olga Quiroz Campos, Moises David Gallardo-Olivera (2025). "Quality assurance policies evolution in pedagogical careers in Chile". Wulfenia, 32(7).