Curriculum redesign at University of Concepción: The experience of initial teacher training programs

Authors

  • Cecilia Cisterna Universidad de Concepción
  • Valentina Soto Universidad de Concepción
  • Constanza Rojas Universidad de Concepción

DOI:

https://doi.org/10.31619/caledu.n44.41

Keywords:

competency, curriculum redesign, learning outcomes, study plans, teacher training

Abstract

The main aim of this article is to describe and analyze the curriculum redesign experience of 19 teacher education programs of the University of Concepción. This process was developed in the context of a performance agreement in the area of teacher training, subscribed between the Ministry of Education and the university. In the first section, information is provided about the context in which the curriculum redesign occurred, in regards to changes in university education, the incorporation of the concept of competencies and learning outcomes, and the challenges of initial teacher training. In the second part, the origin and development of the curriculum redesign experience are presented, followed by a description of the multiple stages, highlighting the process as well as the results. The paper concludes with an analysis of the legal or administrative, institutional and academic aspects of the primary innovations resulting from the curriculum design experience.

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Published

2018-03-12

Issue

No. 44 (2016): Revista Calidad en la Educación

Section

EXPERIENCES

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