Initial Education of Philosophy Teachers in Colombia: Association between New Public Policy Requirements and National Standardized Tests

Autor/in	Farieta-Barrera, Alejandro
Titel	Initial Education of Philosophy Teachers in Colombia: Association between New Public Policy Requirements and National Standardized Tests
Quelle	In: Australian Journal of Teacher Education, 45 (2020) 6, S.34-61, Artikel 3 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1835-517X
Schlagwörter	Preservice Teacher Education; Philosophy; Foreign Countries; Educational Policy; Standardized Tests; Correlation; Undergraduate Students; Accreditation (Institutions); Educational Quality; Distance Education; Interdisciplinary Approach; College Credits; Outcomes of Education; On Campus Students; Student Characteristics; Colombia + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Philosophie; Ausland; Politics of education; Bildungspolitik; Standadised tests; Standardisierter Test; Korrelation; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Quality of education; Bildungsqualität; Distance study; Distance learning; Fernunterricht; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Lernleistung; Schulerfolg; Kolumbien
Abstract	This paper evaluates the association between new public policy requirements for B.Ed. programs in Colombia: (1) demand high-quality accreditation; (2) restrict distance modality; (3) restrict multidisciplinary programs; and (4) increase academic credits in education courses and pedagogical practices-- and the outcomes of 1387 B.Ed. in Philosophy students in the National Saber Pro test 2016-2018, in 'Education' component. The methodology was multilevel linear regression; the residential region is the level variable, and were included other control variables (gender, age, ethnic minority, socioeconomic index, etc.). The results show that outcomes are associated with pedagogical practices and with non-multidisciplinary programs, supporting new regulations. Students attending on campus programs had better outcomes, but students in distance programs came from regions where there are no programs, so this must be taken carefully. Contrary to the hypothesis, high-quality accreditation was not significant. This should lead to a review of accreditation criteria and its mandatory nature. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01