Evaluation of didactic disciplinary standards of preservice mathematics teachers in Chile: Building an indebted teaching staff?

Abstract

 This article examines the possible consequences of the application of the Evaluación Nacional Diagnóstica de Formación Inicial Docente or END FID that 1691 future mathematics teachers took between 2017 and 2019 in Chile. The results of the disciplinary knowledge test were analyzed, and contrasted with temporal, institutional, territorial, and socio-educational variables. The results show that, if it is assumed that this evaluation measures what it intends to measure, regardless of the variable analyzed, a significant proportion of those who will become teachers have lower didactic and disciplinary knowledge. This would generate a scenario in which teachers enter the system with a “debt” of knowledge, under the dominant institutional logics. This may generate negative consequences in terms of the identity of teachers in training, training institutions, and practicing teachers, opening the way to a questioning of the instrument and its application.