ABSTRACT
This short paper analyses results of a large-scale project to reform initial teacher education in Chile. Countries with similar or lower levels of development as Chile also shared the project that finished its implementation in 2002, targeting problems in the field of teacher education. The information base, besides my own experience as Project Coordinator, comes from mid-term evaluations in all institutions in the years 1999–2000 and the final assessment made in 2002 (Avalos, 2000). 1
