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Multilevel linear regression uses residential region as the key level variable and includes controls such as gender, age, ethnic minority, and socioeconomic index. Results link outcomes to pedagogical practices and non-multidisciplinary programs, while high-quality accreditation is not significant, suggesting accreditation criteria should be reviewed.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/initial-education-of-philosophy-teachers-in-colombia-association-between-new-public-policy-requirements-and-national-standardized-tests/593917/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/initial-education-of-philosophy-teachers-in-colombia-association-between-new-public-policy-requirements-and-national-standardized-tests/593917.png","ImageObject",300,407,{"name":92,"@type":93},"Franzy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What policy requirements are examined in this study?","Question",{"text":112,"@type":113},"The study evaluates four new requirements for B.Ed. programs: high-quality accreditation, restrictions on distance modality, restrictions on multidisciplinary programs, and increased academic credits in education courses and pedagogical practices.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How is student performance measured?",{"text":117,"@type":113},"Performance is assessed using the National Saber Pro test outcomes for B.Ed. in Philosophy students from 2016–2018, specifically in the “Education” component.",{"name":119,"@type":110,"acceptedAnswer":120},"Which factors show significant associations with test outcomes?",{"text":121,"@type":113},"The results show associations between outcomes and pedagogical practices, and between outcomes and non-multidisciplinary programs, supporting the new regulations.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593917,1792424106,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336478945519,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Australian Journal of Teacher Education  \n\n| Volume 45  Issue 6 | Article 3 |\n| --- | --- |\n| 2020\u003Cbr>Initial Education of Philosophy Teachers in Colombia: Association between new Public Policy Requirements and National Standardized Tests\u003Cbr>Alejandro Farieta-Barrera\u003Cbr>Ûniagustiniana (Bogotá, Colombia), [rene.farieta@uniagustiniana.edu.co](rene.farieta@uniagustiniana.edu.co)\u003Cbr>Follow this and additional works at: [https://ro.ecu.edu.au/ajte](https://ro.ecu.edu.au/ajte)\u003Cbr> Part of the Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, Education Economics Commons, and the Secondary Education and Teaching Commons |  |\n\nRecommended Citation  \nFarieta-Barrera, A. (2020) . Initial Education of Philosophy Teachers in Colombia: Association between new Public Policy Requirements and National Standardized Tests. Australian Journal of Teacher Education, 45(6) .  \n[http://dx.doi.org/10.14221/ajte.2020v45n6.3](http://dx.doi.org/10.14221/ajte.2020v45n6.3)  \n[This Journal Article is posted at Research Online.](This Journal Article is posted at Research Online.)[ ](This Journal Article is posted at Research Online.)[https://ro.ecu.edu.au/ajte/vol45/iss6/3](https://ro.ecu.edu.au/ajte/vol45/iss6/3)  \nInitial Education of Philosophy Teachers in Colombia: Association Between new Public Policy Requirements and National Standardized Tests  \nAlejandro Farieta-Barrera  \nUniversitaria Agustiniana, Bogotá, Colombia  \nAbstract: This paper evaluates the association between new public  \npolicy requirements for B.Ed. programs in Colombia—1) demand  \nhigh-quality accreditation, 2) restrict distance modality, 3) restrict  \nmultidisciplinary programs, and 4) increase academic credits in  \neducation courses and pedagogical practices—and the outcomes of  \n1387 B.Ed. in Philosophy students in the National Saber Pro test  \n2016-2018, in ‘Education’ component. The methodology was  \nmultilevel linear regression; the residential region is the level  \nvariable, and were included other control variables (gender, age,  \nethnic minority, socioeconomic index, etc.). The results show that  \noutcomes are associated with pedagogical practices and with non  \nmultidisciplinary programs, supporting new regulations. Students  \nattending on campus programs had better outcomes, but students in  \ndistance programs camefrom regions where there are no programs,  \nso this must be taken carefully. Contrary to the hypothesis, high  \nquality accreditation was not significant. This should lead to a review  \nof accreditation criteria and its mandatory nature.  \nKeywords: initial teacher education; educational public policy; philosophy education; pedagogical practices; high-quality accreditation  \nIntroduction  \nImproving the quality of teachers has been one of the most important concerns in education in recent years. More than one hundred studies conducted in the last ten years have concluded that teacher experience and specific education in teaching and learning are the most important factors determining school performance (Coenen, Cornelisz, Groot, Maassen, & Klaveren, 2018). The quality of teachers in the classroom is considered a key aspect of economic development because better teachers will help their students get better jobs, leading to better income and, consequently, to the improvement of the economy even at national levels (Hanusheck, 2011). In recent years, there has been an increasing concern in Latin America to improve teacher quality. A recent report by the World Bank revealed that this region, despite having considerably increased coverage of primary and secondary education, has not yet reached the same rates of economic growth of other regions of the world with the same condition, such as  \nin Southeast Asia, and this can be associated with teacher quality (Bruns & Luque, 2015, p. 56), as Hanusheck & Woessman (2012) also concludes. A report carried out by the UNESCOsupported Regional Bureau for Education in Latin America and th","cbCaitMKIRQQERKH","https://ap.wps.com/l/cbCaitMKIRQQERKH","pdf",492662,29,"English","# Introduction\n# Context","[{\"question\":\"What policy requirements are examined in this study?\",\"answer\":\"The study evaluates four new requirements for B.Ed. programs: high-quality accreditation, restrictions on distance modality, restrictions on multidisciplinary programs, and increased academic credits in education courses and pedagogical practices.\"},{\"question\":\"How is student performance measured?\",\"answer\":\"Performance is assessed using the National Saber Pro test outcomes for B.Ed. in Philosophy students from 2016–2018, specifically in the “Education” component.\"},{\"question\":\"Which factors show significant associations with test outcomes?\",\"answer\":\"The results show associations between outcomes and pedagogical practices, and between outcomes and non-multidisciplinary programs, supporting the new regulations.\"}]","Initial Education of Philosophy Teachers in Colombia - Association between new Public Policy Requirements and National Standardized Tests | PDF",1792078173,73]