Innovación curricular: el caso de la formación inicial docente en una universidad pública chilena

This study evaluates the curricular innovation process of six teacher education programs at a Chilean public university, initiated from the 2012 Educational Model, which promotes a competency-based curriculum. The main objective was to determine the current state of initial teacher education (ITE) at this university and identify areas of strength and weakness. The research, conducted between July and November 2024, employed a qualitative approach based on Stufflebeam's CIPP Model (1987). Semi-structured interviews were conducted with directors of each program, and curricular documentation was analyzed. The results reveal a critical perception of the innovation process. Weaknesses focus on the lack of a collaborative approach, insufficient training in curricular innovation, lack of clarity in prerequisites and design criteria, scarcity of diversified evaluation strategies, inadequate planning, insufficient review of the graduate profile, and lack of comprehensive curriculum evaluation. Among the actions implemented, the alignment of the graduate profile with the educational context, the strengthening of research and teacher training, collaboration between units, and the systematic evaluation of the development of competencies stand out. The challenges to improve innovation include the need to adapt to student diversity, train teachers in diversity and innovation, flexibilize curricular structures, monitor curricular activities, review the graduate profile, and improve communication between units. The study highlights the appropriation of the graduate profile as a complex and heterogeneous process, with a lack of a systematic monitoring system and fluid communication between units.