Resumen

INOSTROZA, Fabián  y  FALABELLA A., Alejandra. Special Education Teachers in Chile Facing Accountability Policies: Include, Standardize, and Disobey. RMIE [online]. 2021, vol.26, n.88, pp.123-148.  Epub 24-Mar-2021. ISSN 1405-6666.

At the global level, the policies of standardization and results-based accountability have expanded, and in recent years, the simultaneous demand for more inclusive schools has increased. Some of the central actors for attaining inclusion are special education teachers, yet little research has focused on them or on their work. The current study has attempted to understand how the policies of standardization and results-based accountability influence these teachers' work and attitudes. To reach this goal, a case study in Chile conducted interviews with ten special education teachers, followed by the selection of two of them to participate in ethnographic follow-up for five months (240 hours of observation). The findings reveal teacher identities caught between inclusion and standardization, along with evidence of teacher resistance to the mandates of accountability.

Palabras llave : educational policies; standardization; accountability; special education teachers.

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