Promoting Quality Education in Chile: The Politics of Reforming Teacher Careers

Autor/inn/en	Mizala, Alejandra; Schneider, Ben
Titel	Promoting Quality Education in Chile: The Politics of Reforming Teacher Careers
Quelle	In: Journal of Education Policy, 35 (2020) 4, S.529-555 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Schneider, Ben)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0939
DOI	10.1080/02680939.2019.1585577
Schlagwörter	Foreign Countries; Educational Policy; Politics of Education; Educational Improvement; Educational Change; Teaching (Occupation); Unions; Careers; Career Development; Voting; Social Class; Elementary Secondary Education; Teacher Education Programs; Postsecondary Education; Faculty Development; Preschool Education; Teacher Competencies; Teacher Salaries; Merit Pay; Stakeholders; Change Strategies; Chile + Suchen Sie Ihr Suchwort? Ausland; Politics of education; Bildungspolitik; Educational policy; Teaching improvement; Unterrichtsentwicklung; Bildungsreform; Teaching; Lehrberuf; Career; Karriere; Berufsentwicklung; Abstimmung; Social classes; Soziale Klasse; Post-secondary education; Tertiäre Bildung; Pre-school education; Vorschulerziehung; Lehrkunst; Lehrerbesoldung; Lehrervergütung; Leistungszulage; Lösungsstrategie
Abstract	Reformers in developing countries increasingly seek to raise education quality. Yet we know little about the politics of improving education. One significant and instructive case of reforms designed to boost education quality comes from Chile, where in 2016 the government enacted a sweeping reform of teaching careers. This paper first uses a quantitative analysis of appearances in the news to identify key stakeholders and then turns to process tracing to analyze how and when these stakeholders influenced reform dynamics. Comparatively, the Chilean case differs from similar reforms elsewhere in Latin America due to the absence of business, the strong role of policy networks, and the final negotiated settlement with the teacher union. Theoretically, the analysis confirms general theories that emphasize the roles of distributive politics and policy networks. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01