Formación inicial en Didáctica de la lengua y la literatura: un estudio en universidades chilenas

Introduction: Chilean initial teacher training is guided by a set of standards that compromise the pedagogical and disciplinary performances of the future teacher. This study investigates the link that exists between the didactic training processes of these future teachers and the professional competencies materialized in the graduation profiles of all the universities that offer the Language Pedagogy degree. Based on this purpose, we seek to identify the training approaches and models established as goals in training and analyze the coherence of the graduation profiles with the Disciplinary Standards of Language and Communication (2012) and the Curricular Bases (2015; 2019). for said subject. Method: The research is approached from a mixed methodological strategy, combining content analysis and descriptive statistics. It corresponds to a non-experimental design and a multiple case study consisting of 23 graduation profiles, obtained from the official websites. Results: The results indicate that in the different careers the preparation of language and literature teachers is sought from a communicative and, secondarily, cultural approach, and the teaching of reading is prioritized over the teaching of orality and writing. Conclusions: The study reveals that an effort to prepare teachers capable of improving the teaching and learning processes is evident in the analyzed profiles, demonstrating that there is coherence between ministerial demands and demands and the goals in the training of Language and Literature teachers.