Critical Discourse Analysis of University Teacher Educators’Professionalism in Chilean Teacher Education Policy - Volume 28 - Issue 180 - November 30, 2020

Oct 15, 2026

This article uses critical discourse analysis (CDA) to examine how Chilean university teacher educators’ professionalism is constructed in government initial teacher education policy and related institutional policy enactment documents. It analyzes a network of discourses—new managerialist approaches, quality assurance, performance orientation, and functionalist professional development—linking them to organizational professionalism. The professionalism presented functions as managerial control over teachers’ professional practices, intensifying performativity while limiting professional agency and opportunities for consistent professional or academic development. The study supports questioning Chilean ITE policy reform and assessing its effects on university teacher educators’ professional lives and their student teachers’ professional modeling.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages22

Reading Time55 min

AccessFree to download

Introduction

Critical discourse analysis and professionalism construction

New public management, quality assurance, and performance

Implications for Chilean ITE policy and teacher educators

education policy analysis archives A peer-reviewed, independent, open access, multilingual journal Arizona State University Volume 28 Number 180 November 30 , 2020 ISSN 1068-2341 Critical Discourse Analysis of University Teacher Educators’Professionalism in Chilean Teacher Education Policy 1 Yenny Hinostroza-Paredes University of Helsinki Finland Citation: Hinostroza-Paredes, Y. (2020) . Critical discourse analysis of university teacher educators’professionalism in Chilean teacher education policy. Education Policy Analysis Archives, 28(180) . [https://doi.org/10.14507/epaa.28.5201](https://doi.org/10.14507/epaa.28.5201) Abstract: This article uses critical discourse analysis (CDA) to interrogate the discursive construction of Chilean university teacher educators’ professionalism in government initial teacher education policy and institutional policy enactment documents. The study examines the network of discourses—new managerialist, quality assurance, performance, functionalist professional development—producing a version of professionalism akin to organizational professionalism. Used as a form of managerial control over teacher educators’ professional practices , such professionalism exacerbates performativity while reducing professional agency opportunities and consistent professional/academic development. Ultimately, this study contributes to the necessary questioning of Chilean ITE policy reform and the need to examine its effects on university TEs’ professional lives and the professional modeling of their student teachers. 1 This work was funded by the National Agency for Research and Development (ANID)/Scholarship Program / Doctorado Becas Chile/2019 – 72200368. Keywords: University teacher educators; professionalism; CDA; teacher education; New Public Management; quality assurance policy Análisis crítico del discurso: El profesionalismo de los profesores universitarios formadores de docentes en la política de formación inicial docente chilena Resumen: En este artículo se examina la construcción discursiva del profesionalismo delos profesores universitarios formadores de docentes en Chile a través de un análisis crítico del discurso (ACD) . El corpus corresponde a un conjunto de documentos gubernamentales de política de formación docente inicial y de su correspondiente implementación por instituciones de educación superior. El análisis indica que diversos discursos (nuevo gerencialismo, aseguramiento de la calidad , evaluación del desempeño , desarrollo profesional con enfoque funcionalista) producen una noción del profesionalismo de los formadores de docentes que se utiliza como forma de control gerencial sobre sus prácticas profesionales. Este control gerencial—expresión del profesionalismo organizacional—exacerba una cultura de performatividad mientras reduce las oportunidades de agencia y desarrollo profesional/académico integral de los formadores de docentes. En definitiva, este estudio contribuye al necesario cuestionamiento de la política chilena de formacióninicial docente y la necesidad de examinar sus efectos en las prácticas de los profesores universitarios formadores de docentes. Dicha examinación es vital para una formacióndocente de calidad sostenible que sirva a la sociedad chilena en tiempos de incertidumbre y cambio. Palabras-clave: Profesor formador de docente; profesionalismo; análisis crítico del discurso; formación inicial docente; gerencialismo; acreditación Análise crítica do discurso: O profissionalismo dos formadores de professores napolítica chilena de formação de professores Resumo: Este artigo examina a construção discursiva do profissionalismo dos professores universitários formadores de professores no Chile através de uma análise crítica do discurso (ACD) . O corpus é um conjunto de documentos governamentais sobre política de e sua respectiva implementação pelas instituições de ensino superior. A análise mostra que vários discursos (novo gerencialismo, garant

FAQs

What method does the article use to study professionalism in Chilean policy?

It uses critical discourse analysis (CDA) to interrogate how professionalism is discursively constructed in policy and institutional enactment documents.

Which policy discourses are identified as shaping the professionalism of Chilean university teacher educators?

The article highlights new managerialist, quality assurance, performance, and functionalist professional development discourses.

How does the article describe the effect of this professionalism on teacher educators’ practices?

It acts as a form of managerial control that exacerbates performativity while reducing opportunities for professional agency and consistent professional or academic development.

Oct 15, 2026

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