Evaluation of curricula reform in technical-professional high schools: teachers' point of view.

Authors

  • Óscar Espinoza Programa Interdisciplinario de Investigaciones en Educación (PIIE)
  • Dante Castillo Programa Interdisciplinario de Investigaciones en Educación (PIIE)
  • Patricio Traslaviña Programa Interdisciplinario de Investigaciones en Educación (PIIE)

DOI:

https://doi.org/10.31619/caledu.n32.153

Keywords:

technical- professional education, curricula reform, government policies, resources

Abstract

This article summarizes the most important results of a research addressing teachers' opinions about curricula reforms based on working competencies at technical-professional high schools currently implemented in Chilean education institutions. Main findings show that factor and vector models used at the theoretical field can be replicated in other specializations of technical-professional high schools. From teachers' point of view, Electricity specialization is better implemented than Accountability in the curricula reform. Institutions with delegate management perform more accordingly to a reform based on working competencies than subsidized ones. Performance in schools from Fifth and Eighth Regions is much better than in Metropolitan Region.

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Published

2010-04-16

Issue

No. 32 (2010): Revista Calidad en la Educación

Section

RESEARCH PAPERS

License

Copyright (c) 2018 Calidad en la Educación

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