Abstract

MANCEBO, María Ester. Navigating between normalist and university traditions: the institutionality of initial teacher training in Uruguay (2005-2019). Cuad. Investig. Educ. [online]. 2019, vol.10, n.1, pp.85-104. ISSN 1510-2432.  https://doi.org/10.18861/cied.2019.10.1.2882.

This article focuses on the institutional transformation of the initial teacher training in Uruguay during 2005-2019, the term when the national government was headed by the Frente Amplio party, a center-left coalition. From a theoretical point of view, the study relied on Historical Institutionalism, and its methodological design was descriptive-explanatory, of qualitative and multiple sources character (documentary sources, background studies and interviews). The text describes that along those years, the process ofuniversitizationadvanced in three dimensions: legal status, exercise of autonomy and co-government, and development of the classical university functions. However, progress was slowed down by four main factors: the law for the creation of an university of education was not passed in Parliament, the so-called "dependence on the historical trajectory" in the field of initial training, the alteration of power equation that the new institution would represent in the education system in general and in higher education in particular; and finally, theincrementalmodel of educational policy design that has prevailed during the Frente Amplio's administrations. The article concludes that, in order to achieve institutional changes, it shall be necessary to mitigate the effect of these four factors that are identified as barriers and to build steering capacity in the framework of complex governance existing today in Teacher Training.

Keywords : Teaching policies; institutionality of initial training; universitization of teacher training; Historical Institutionalism.

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