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

This paper explores SLTE curriculum and specifically 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 findings also confirm the tendency of English proficiency as the most prominent knowledge in this context.