Resumo

MEZA PARDO, Marisa  e  GUERRERO CHINGA, Alex. Moral-democratic competency in future teachers of Pedagogy in basic education in Chile. Does initial teacher training matter?. Perfiles educativos [online]. 2016, vol.38, n.154, pp.41-56. ISSN 0185-2698.

This study examines the incidence of the training institution in the development of moral-democratic competency in students of Basic General Pedagogy (BGP). Students in the last year of BGP programs at seven Chilean institutions participated. Institutions are characterized based on the intentionality and professed nature of their moral training; we analyze students' results on the test of moral judgment (TMJ) and evaluated the effect of the institution, with controls by gender and scores on the University Selection Test (Spanish acronym PSU). The PSU score weakly explains the moral-democratic competency of future teachers and the institutional factor influences such competency, still controlling by gender PSU. Although the set of factors considered explain only part of the competency, the results support the idea of formative responsibility of institutions in the construction of explicit and intentional formative proposals, for the development of moral-democratic competency.

Palavras-chave : Teaching quality; Teaching competencies; Initial teacher training; Basic education; Moral judgment; Moral education; Democratic education.

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