Quality assurance policies evolution in pedagogical careers in Chile

Objective: to analyse the evolution of quality assurance policies in pedagogical careers in Chile. Methodology: qualitative study, with comparative analysis based on case studies and cross-sectional design. The analysis focuses on the evolution of quality assurance policies based on the dimensions and evaluation criteria of teaching careers in Chile. The units of analysis are the policies of the National Accreditation Commission, in different moments since the establishment of the evaluations in the pedagogy careers. Results: three moments are identified in the quality assurance processes of the pedagogy careers. Thus, quality assurance policies are rearranged in the organization of evaluation dimensions and criteria, reaching greater complexity and transversality, promoting self-regulation and continuous improvement, the qualification of initial teacher training and the consolidation of a quality culture. Conclusions: the evolution of the quality assurance processes of pedagogy careers expands and focuses efforts to improve the quality of initial teacher training. The challenges are transparency, institutional capacity to achieve a culture of quality, and the correlation between the requirements that accredit quality in pedagogy programs and the practice of the teaching profession.