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A study conducted by UNESCO’s Regional Office in Santiago and presented on 16 October 2023 has uncovered key findings on teacher training in six Latin American countries. The research, co-published with Diego Portales University (Chile), not only highlights current practices but also sheds light on the aspirations and challenges faced by teacher training programmes. Titled , Practices, and Visions, the study offers a comparative analysis that reveals the diversity of environments and practices in primary education teacher training across Brazil, Chile, Colombia, Guatemala, Mexico, and Peru. The study is based on a questionnaire completed by 740 teacher trainers, addressing key topics such as work practices, evaluation of regulatory policies, and alignment with official curricula, among others.

“The release of this study could not have been more timely. Recent UNESCO data shows that Latin America and the Caribbean will need 3.2 million teachers to meet the education goals for 2030. This presents a real challenge, given the difficulties in attracting new candidates to the profession. Initial teacher training plays a crucial role here. High-quality, practical, and relevant training provides teachers with the tools to face classroom challenges and lays the foundation for their continued professional development,” explained Claudia Uribe, director of UNESCO’s Regional Office in Santiago.

Cristián Cox, director of the Centre for Comparative Education Policy at Diego Portales University, added, “This research delves into how teacher trainers perceive various education policies in their respective countries. Their perspectives on issues such as programme accreditation, standardised assessments, and curriculum standards offer valuable insights into the impact and effectiveness of these policies.”

The study forms part of the work carried out under the framework of the Regional Strategy on Teachers for Latin America and the Caribbean, led by UNESCO Santiago. This roadmap aims to provide evidence and interpretative guidance to support teachers’ roles and influence policymaking.

In this context, the analysis is a valuable contribution to the still-developing field of research on the strategic issue of initial teacher training in the region. “It is time to invest in education, reduce gaps, and seek creative and innovative solutions to the new challenges we face,” emphasised Claudia Uribe, director of UNESCO Santiago.