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Innovation in Teacher Training: Curricular and Operational Keys in Pedagogy Programs

Author

Listed:
  • Andrea Figueroa-Vargas

    (Ph.D. Program Education, University of Salamanca, 37008 Salamanca, Spain
    Faculty of Education, University Central of Chile, Santiago 8370178, Chile)

  • Sonia Casillas-Martín

    (Department of Didactics, Organization and Research Methods, Faculty of Education, University of Salamanca, 37008 Salamanca, Spain)

Abstract

This study addresses the curricular components and operational conditions required for the success of curricular innovations in teacher education programs. This quantitative study analyzed components related to epistemic meanings, organization, design, and curricular policies, as well as operational conditions for the development of curricular innovations in teacher training. A Likert-scale survey was administered to academics from public universities in Chile that train teachers. The method of analysis used SPSSv28 software, establishing a descriptive and inferential analysis through descriptive statistics of sex, age, gender, and position in the organization. The results show that operational conditions, academic teams, organizational aspects, updating of regulatory frameworks, infrastructure, and curricular policies are essential for the success of curricular innovations. We conclude that curricular innovations at the institutional level require the generation of curricular policies that contemplate the design, monitoring, and evaluation of the curriculum to favor the processes of curriculum review and quality assurance.

Suggested Citation

  • Andrea Figueroa-Vargas & Sonia Casillas-Martín, 2024. "Innovation in Teacher Training: Curricular and Operational Keys in Pedagogy Programs," Sustainability, MDPI, vol. 16(20), pages 1-20, October.
    • Handle: RePEc:gam:jsusta:v:16:y:2024:i:20:p:8966-:d:1500139
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