ABSTRACT
Research on teacher education regulations is necessary to understand how these affect the possibilities for action in Chilean teacher education programs; however, these studies are scant in Chile (Avalos, 2014; Fernández, 2016; Montecinos, 2014). We address this gap by examining the ways in which teacher education regulations in Chile construct teaching as a matter of concern (Simons, Olssen, & Peters, 2009) and how a teacher educator responds to these regulations. We examined four teacher education regulations implemented in Chile between 2008 and 2016. We conducted frame analysis (Snow & Bedford, 1988; Stone, 2012) of 23 Ministry of Education documents, and we conducted and analyzed two interviews with a teacher educator using categories of embodiment analysis (Pillow, 2003; Turner, 1984). Our findings show that the Ministry of Education frames teaching as a central concern in regard to student achievement on standardized tests, and teachers and teacher educators are constructed as technicians. This means that they are expected to master disciplinary knowledge, and their practices are subject to external and indirect accountability using regulation and market-oriented strategies. In addition, we show how a teacher educator engages in mixed processes of resistance and enactment of the regulation’s framing of teachers and teacher education interweaving coercive and counter-narratives (McEwan, 1997).
