This research explores how undergraduate programmes in early childhood education in Chile have contributed to the construction of a knowledge base relevant to the profession. As a descriptive... Show moreThis research explores how undergraduate programmes in early childhood education in Chile have contributed to the construction of a knowledge base relevant to the profession. As a descriptive multiple case study, it analyses the evolution of the plans of study in five programmes, between 1981 and 2015. Relying on major theoretical perspectives on professionalism, the analysis emphasizes the attributes of the knowledge base of professionalism, and the role of universities in constructing and transmitting the professions’ knowledge base. Findings show that undergraduate preparation has gone through three phases involving different conceptualizations on early childhood teachers: technical (1944-1967), teaching specialty (1968-1998), and profession (1999-2015). Furthermore, the five cases have not been able to construct a theoretically solid knowledge base. Nor have they been able to decisively incorporate three largely agreed-upon elements of their identity knowledge, or to satisfactorily resolve tensions regarding their own knowledge base. Remarkably, different theoretical perspectives on professionalism point in the same direction. This research concludes that the five cases have had little influence on constructing their own knowledge base. Thus, the evolution of their plans of study has been similar to a process of professionalization driven “from above” being the Ministry of Education the leading actor. Show less
