Educational identity and policies of accountability: the case of Chile

Abstract

Accountability policies in Chile are based on a quality education measurement system that includes standardized testing with high consequences, and different threat, punishment and seduction systems for schools that do not improve their academic results. In this context, the identity of teachers is defied. This study sought to analyze the identity of teachers working in the chilean municipal system in the context of accountability policies in this sector. We conducted 22 focused interviews and 4 focus groups with teachers and other educational actors from four educational centers whose socio-educational vulnerability index (IVE) was higher than 75%. The results of the content analysis indicate a standardization of the teaching work, which brings as a consequence both a technification of their identity as well as ways of responding through vocation and professional commitment, despite a discredit of the profession. This perception is shared by the students and their families, who confirm teacher's perception of low social recognition.