%0 Generic
%A Gillanders, Cristina
%A Bonnely, Blanca
%A Valenzuela Hasenohrc, Francisca
%A Varela Londoño, Sandra
%A Quiroga Otálorad, Crisanto
%A Valentín Martínez, Bilda
%A Viviani, María
%A Diaz Posada, Leidy Evelyn
%8 9/23/2020
%U http://hdl.handle.net/10818/50441
%X The purpose of this article is to describe the efforts of three Latin American countries (Chile, Colombia, and Dominican Republic) to develop their own early childhood teacher preparation standards. The authors explain the demographic and historical environmental conditions, the sociopolitical climate that gave impetus to the development of the standards, the existing teacher preparation systems, and their underlying processes and structures, the underlying beliefs implicit in the development of the standards, and the process of development of the early childhood teacher preparation standards. These countries vary in size, population, and history. As a result, they are in different stages of the process of full implementation of these standards. The article comparatively analyzes the facilitators for the development of the standards and the challenges which these countries encountered in their design and implementation
%I Early Years
%K Teacher preparation standards
%K International early childhood
%K Education teacher
%K Preparationearly childhood
%K Education systems
%K Early childhood education
%K work force early
%K Childhood education policies
%K Estándares de formación docente
%K Internacional de la primera infancia
%K Educación docente
%K Preparación de la primera infancia
%K Sistemas educativos
%K Educación de la primera infancia
%K fuerza laboral temprana
%K Políticas de educación infantil
%T Elevating the profession in Latin America: early childhood teacher preparation standards in three countries
%T Elevando la profesión en América Latina: estándares de formación de maestros de primera infancia en tres países
%R 10.1080/09575146.2020.1828838
%~ Intellectum