Results of the 2024 National Diagnostic Assessment in Philosophy Teacher Education in Chile

The standardization of Initial Teacher Education (ITE) poses particular challenges for disciplines with a strong critical-reflective orientation, such as Philosophy Teacher Education. This study analyzes the results of the 2024 National Diagnostic Assessment (NDA) administered to students enrolled in Philosophy Teacher Education programs in Chile. Its main objective is to identify the principal strengths and weaknesses of teacher preparation and to examine whether performance patterns vary by institutional type, administrative dependency, or gender. A quantitative, comparative, and cross-sectional design was employed using official census data from the Chilean Ministry of Education. The analysis included 102 preservice philosophy teachers evaluated across nine pedagogical standards. Descriptive statistics and Mann–Whitney U tests were used to examine group differences. The findings reveal a clear structural pattern. The highest achievement was observed in Standard 10 (Professional Ethics) (M = 0.81), whereas the lowest corresponded to Standard 5 (Respectful and Organized Learning Environment) (M = 0.48). These results should be interpreted as an absence of evidence of differences rather than as evidence of homogeneity within Chilean Philosophy Teacher Education. More broadly, they point to a tension between the technical demands of standardized teacher education and the critical-reflective vocation of philosophical education. Although future philosophy teachers show solid ethical knowledge, their preparation appears weaker in translating these principles into effective classroom practice. Thus, the main limitation lies in insufficiently integrating ethical reflection with practical pedagogical competence.