Exploring the Pedagogical Field: A Comparative Analysis of the Readings in Teacher Education Across Three Countries
Description
The study hypothesizes that there are notable differences in the pedagogical materials prospective teachers read across Argentina, Chile, and Uruguay, reflecting the diversity in the Teacher Education Pedagogical Field (TEPF) of each country. It aims to explore what future teachers read during their initial training, what pedagogical traditions dominate, and how these differ by country. The data collected consists of 12,193 texts used in 25 teacher training institutions across the three countries. The study covers primary education teacher training programs and focuses on readings from four fields of knowledge: Pedagogical Knowledge, Content Knowledge, Foundations of Educational Sciences, and Learning Sciences. The main findings comparing the three countries show that: Argentina: prospective teachers primarily read local texts, authored by Argentine educational specialists, suggesting a national focus in teacher education. Chile: Chilean future teachers are exposed to more recent, international, and Pedagogical Content Knowledge (PCK)-oriented texts, reflecting the country's emphasis on educational reforms and global standards. Uruguay: The Uruguayan data shows a preference for older texts, with a mixture of authors from different countries, leaning more toward psychological and educational theory. The data reflects the pedagogical diversity within the Southern Cone of Latin America. This data can be used to further study the influence of educational reforms on teacher training, curriculum design, and the intellectual traditions in education across Latin America. By comparing these texts, researchers can gain insights into the dominant pedagogical discourses that shape future teachers in the region. Additionally, the database can be a valuable resource for policymakers and educators looking to reform teacher education programs by highlighting gaps and regional variations in pedagogical content.