Encuentros, desencuentros y desafíos. Una mirada analítica de las propuestas de educación continua docente para la Formación Ciudadana en Chile

Efforts to improve citizenship education include the challenge of teacher preparation. Continuing education programs for this purpose should respond to the contemporary maximalist approach and be aligned with educational policy. This article analyzes such programs from a qualitative approach. A criteria-based sample was selected from 10 diploma courses and 6 citizenship education courses offered by 12 universities and 2 training centers between 2022 and 2023 for teachers of any subject. The analysis focused on the information available on the web pages of the institutions (program description and curriculum) which was analyzed deductively and inductively following the coding logic proposed by Gibbs (2012). The main findings point to the predominant adoption of the maximalist citizen approach in both courses and diploma programs, but with certain differentiating features. Likewise, an important part of the programs emphasizes competencies for democratic participation and inclusion, elaborating citizen education proposals contextualized in the communities and aligned with the students' interests. In addition, these programs are consistent with the new pedagogical standards (2021) and represent an important opportunity for the design and implementation of institutional plans for citizenship education in educational establishments.