How Can We Change if We Are the Same People?”: Chilean Academic Leaders’ Experiences Implementing a Practice-Based Teacher Education Approach

Recent literature in teacher education calls for preparing pre-service teachers to enact core teaching practices to be more effective. Drawing on organizational learning theories, this paper reports on how seven academic leaders from two Chilean schools of education experienced
implementing this practice-based teacher education approach. Semi-structured interviews revealed that building a relationship with a reference model and creating tools and resources to support organizational learning is necessary to enact the approach at an institutional level. Conversely, prior understandings among teacher educators, teacher educator turnover, and variability in understanding the approach challenge its implementation. Implications for policymakers are discussed.