Military Dictatorship, University Reform, and Teacher Education in Chile: The Historical Emergence of a Dysfunctional Structure
Bibliographic record
Abstract
The article deals with the evolution of public policies related to teacher education in Chile during the period of the military dictatorship (1973-1990), and the paradoxical impact on such education of a university reform at the end of the 1960s. Both processes are connected to examine the roots of the inability of the teacher education system to respond to the requirements of a reform of the structure of the school system that also took place at the end of the 1960s. This reform extended primary education by two grades, thereby broadening and complexifying both the curriculum and the needs of students. The response to this change on the part of teacher education policies, as well as the teacher preparation institutions themselves, did not take place either at the beginning of its implementation, which coincided with the political crisis that culminated in the coup d'état, nor during the following quarter of a century. Long duration that established a dysfunctional structure of teacher education, which did not respond to the structure of the school system it sought to serve. In terms of its analytical and interpretative purpose, the paper combines historical policy analysis, sociological interpretation of the dynamics of higher education, and categories and interpretation of the knowledge bases of the teaching profession.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.008 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.004 |
| Science and technology studies | 0.008 | 0.026 |
| Scholarly communication | 0.007 | 0.004 |
| Open science | 0.001 | 0.006 |
| Research integrity | 0.001 | 0.003 |
| Insufficient payload (model declined to judge) | 0.003 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".