Unpacking the Professional Development of Early Childhood Educators in Chile

Abstract In Chile, public policy in early childhood education has evolved, but challenges persist, such as the attrition of educators, which is consistently associated with limited and fragmented opportunities for sustained professional development. International studies have shown that programs such as coaching and learning communities improve teacher performance and children’s outcomes. In Chile, several initiatives from foundations seek to improve the occupational well-being and continuous training of educators. In this article, we conduct a systematic mapping review on the professional development of early childhood educators in Chile, including a total of 20 articles. The review shows a growing research focus since 2015 and identifies key thematic areas and persistent gaps, including limited integration between initial teacher education and early childhood classroom practice. Specifically, the mapping synthesizes how research on early childhood educators’ professional development has evolved, highlights dominant themes such as coaching, learning communities, and disciplinary strategies, and identifies gaps in continuous, high-quality development opportunities available to educators in Chile. Future studies should examine educators’ perceptions of their professional trajectories and investigate how current policies shape training quality. Overall, this systematic mapping clarifies how Chile’s research aligns with international evidence and contributes to global discussions on effective professional development in early childhood education.