Mónica Carreño-Adasme, Claudio Gaete-Peralta, Jaime Huincahue

Proceedings of the 15th International Conference on Society and Information Technologies: ICSIT 2024, pp. 5-9 (2024); https://doi.org/10.54808/ICSIT2024.01.5

Mónica Carreño-Adasme
Facultad de Educación, Universidad San Sebastián, Santiago, Chile

Claudio Gaete-Peralta
Departamento de Matemáticas y Ciencias de la Ingeniería, Universidad Bernardo O'Higgins, Santiago, Chile

Jaime Huincahue
Centro de Investigación de Estudios Avanzados del Maule, Universidad Católica del Maule, Talca, Chile

Cite this paper as:
Carreño-Adasme, M., Gaete-Peralta, C., Huincahue, J. (2024). Chilean Standards and Identified Gaps in Teacher Training in Primary Education with a Specialisation in Mathematics. In N. Callaos, J. Horne, B. Sánchez, T. Tran (Eds.), Proceedings of the 15th International Conference on Society and Information Technologies: ICSIT 2024, pp. 5-9. International Institute of Informatics and Cybernetics. https://doi.org/10.54808/ICSIT2024.01.5

The aim of this research was to find out the existing gaps between the current educational model of a specific degree course in Primary Education in Chile and the new pedagogical and disciplinary standards established by the Ministry of Education. To address this objective, a university located in the city of Santiago of Chile with a degree in Primary Education with a major in mathematics was considered. The data were collected from the pedagogical and disciplinary standards for the degree course in Primary Education, from the graduate profile of this degree course and from the syllabuses of the subjects of this degree course that are linked to the area of mathematics. The results show that the curricular design is aligned with the guiding standards for graduates in Primary Education. However, there was not the same congruence between what is indicated in the graduate profile and in the subject programmes with the disciplinary standards. Among the conclusions, it is found that the training of the Primary Education teacher is not deepened precisely in the area of mathematics.