Elevating the profession in latin america: early childhood teacher preparation standards in three countries

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dc.coverageDOI: 10.1080/09575146.2020.1828838
dc.creatorGillanders, Cristina
dc.creatorBonnely, Blanca
dc.creatorValenzuela , María Francisca
dc.creatorVarela Londoño, Sandra P.
dc.creatorQuiroga Otálora, Crisanto
dc.creatorValentín-Martínez, Bilda
dc.creatorViviani, María
dc.creatorDiaz-Posada, Leidy Evelyn
dc.date2020
dc.date.accessioned2026-01-05T21:04:06Z
dc.date.available2026-01-05T21:04:06Z
dc.description<p>The purpose of this article is to describe the efforts of three Latin American countries (Chile, Colombia, and Dominican Republic) to develop their own early childhood teacher preparation standards. The authors explain the demographic and historical environmental conditions, the sociopolitical climate that gave impetus to the development of the standards, the existing teacher preparation systems, and their underlying processes and structures, the underlying beliefs implicit in the development of the standards, and the process of development of the early childhood teacher preparation standards. These countries vary in size, population, and history. As a result, they are in different stages of the process of full implementation of these standards. The article comparatively analyzes the facilitators for the development of the standards and the challenges which these countries encountered in their design and implementation.</p>eng
dc.descriptionThe purpose of this article is to describe the efforts of three Latin American countries (Chile, Colombia, and Dominican Republic) to develop their own early childhood teacher preparation standards. The authors explain the demographic and historical environmental conditions, the sociopolitical climate that gave impetus to the development of the standards, the existing teacher preparation systems, and their underlying processes and structures, the underlying beliefs implicit in the development of the standards, and the process of development of the early childhood teacher preparation standards. These countries vary in size, population, and history. As a result, they are in different stages of the process of full implementation of these standards. The article comparatively analyzes the facilitators for the development of the standards and the challenges which these countries encountered in their design and implementation.spa
dc.identifierhttps://investigadores.uandes.cl/en/publications/08adaafd-2d52-4b02-9388-6e805ce12b76
dc.identifier.urihttps://repositorio.uandes.cl/handle/uandes/61309
dc.languageeng
dc.rightsinfo:eu-repo/semantics/restrictedAccess
dc.sourcevol.40 (2020) nr.4-5 p.516-530
dc.subjectearly childhood education policies
dc.subjectearly childhood education systems
dc.subjectearly childhood education workforce
dc.subjectinternational early childhood education
dc.subjectteacher preparation
dc.subjectteacher preparation standards
dc.subjectearly childhood education policies
dc.subjectearly childhood education systems
dc.subjectearly childhood education workforce
dc.subjectinternational early childhood education
dc.subjectteacher preparation
dc.subjectteacher preparation standards
dc.subjectSDG 4 - Quality Education
dc.titleElevating the profession in latin america: early childhood teacher preparation standards in three countrieseng
dc.typeArticleeng
dc.typeArtículospa
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