EXPLORING THE CURRICULUM OF SECOND LANGUAGE TEACHER EDUCATION (SLTE) IN CHILE: A CASE STUDY

Abstract

This  paper  explores  SLTE  curriculum  and  speci!cally  examines  the  course  structure  of  a  teacher education  program  in  Chile.  This  examination  is  done  through  a  Cultural  historical  activity  theory (CHAT) lens. CHAT is a theory of human development, which sees learning as a collective and mediated activity.  This  study  used  a  qualitative  research  design  analysing  a  complex  data  set.  The  analysis  of documents and participants' perceptions on the course structure revealed a constant tension between a developmental curricular model and a training model in which content knowledge competed with practical pedagogical knowledge. The !ndings also con!rm the tendency of English pro!ciency as the most prominent knowledge in this context.