Law on Teacher Professional Development: From systematic precariousness to the achievements, the advances, and the remaining challenges for professionalization

Abstract

This essay analyzes the recent Law on Teacher Professional Development in Chile, considering two profesional perspectives: organic and technological. The document covers the long and complex process that culminates in a law that regulates teacher training and practice all around the country, developing an analytical exercise about the rationality of the history of systematic precariousness of the teaching profession that precedes this law and the possible extent of its impact on the orientation of the professionalization of teachers, from the achievements, progress, silences and remaining challenges of the new law, in the context of social, economic, political and educational scenario of the nation.