The thinking of Chilean Teachers about Pedagogical Knowledge: Evidence from the Last Decade

The work aimed to review the scientific evidence produced during the period 2011-2019, on the thinking of Chi-lean teachers about pedagogical and disciplinary knowledge, in the context of the school system. The period 2011-2019 was characterized in terms of the implementation of new educational policies, essentially focused on the teaching career, and in terms of the emergence of diverse classrooms, triggered by the migration pheno-menon and new inclusive policies. The work was developed under a qualitative methodology, with a systematic review design, typical of a secondary study. According to the established criteria, 29 sources of information (stu-dies) were selected, whose information was categorized into eight categories. The results showed that opposing perspectives coexist in the thinking of Chilean teachers; however, the general presence of a preponderance of references associated with constructivism was revealed. Likewise, teachers showed a high valuation of their own performance, which could not necessarily be harmonized with the evidence of school learning.