Uneven Distribution of Novice Teachers in the Chilean Primary School System

Autor/inn/en	Meckes, Lorena; Bascope, Martin
Titel	Uneven Distribution of Novice Teachers in the Chilean Primary School System
Quelle	In: Education Policy Analysis Archives, 20 (2012) 30, (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-2341
Schlagwörter	Academic Achievement; Achievement Gap; Exit Examinations; Advantaged; Foreign Countries; Beginning Teachers; Disadvantaged Schools; Socioeconomic Background; Teacher Qualifications; Teacher Education; Educational Policy; Public Schools; Educational Finance; Socioeconomic Status; Chile + Suchen Sie Ihr Suchwort? Schulleistung; Final examination; Abschlussprüfung; Ausland; Junior teacher; Junglehrer; Sozioökonomische Lage; Lehrqualifikation; Lehrerausbildung; Lehrerbildung; Politics of education; Bildungspolitik; Public school; Öffentliche Schule; Bildungsfonds; Socio-economic status; Sozioökonomischer Status
Abstract	This study examines the allocation of novice primary teachers in Chilean schools, looking at their characteristics and at the attributes of the schools at which they are hired after having completed their initial teacher training. The study reveals that in Chile, more qualified novice teachers are more prone to get jobs in socio-economically advantaged schools or in schools with better academic outcomes. In contrast, in disadvantaged schools, it is more likely to find novice teachers with poor results on their exit exams and who come from socioeconomic backgrounds similar to those of the school populations. These findings provide new data to inform Chilean policies. Thus, achieving a more equitable distribution of highly qualified teachers is a challenge for Chile if the aim is to reduce the achievement gap between schools attended by pupils of higher and lower socioeconomic status. Furthermore, these findings might shed some light on the current debate surrounding teacher education policies. A new law will mandate that novice teachers pass the exit exam that until now they have taken voluntarily in order to be hired in any publicly funded school. This study provides support and evidence to inform the debate that will follow in parliament, since we found that novice teachers performing at a very low level--perhaps below the minimum that will be required--have a high probability of ending up working in schools in more disadvantaged areas. On a more general scale, this research also provides a simple but complete methodology that can be used to study issues of teacher distribution elsewhere. (Contains 6 tables and 20 footnotes.) (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10