Windelband’s philosophical program aimed at synthesizing two opposing forces operating in nineteenth-century philosophical thinking, namely, trascendental Philsophy and historical consciousness. Due to Wildelband’s peculiar aim, I believe that his philosophy has a twofold relevance. On the one hand, Windelband’s effectively deals, within a Kantian framework, with a set of problems that cannot find an adequate answer in the core Kantian texts. The fact is that those problems, which arose as a consequence of the consolidation of history as a scientific discipline, were not a component of Kant’s own philosophical and cultural landscape. On the other hand, the absence of a definitive solution to the tension mentioned above, far from being a failure presents us with the opportunity to consider the problem of relating trascendental, or systematical, approaches and historical approaches in one of its most dramatic forms.

By introducing the organizational dimension in the investigation of the effects of curricular differentiation in secondary education, the study highlights the importance of system designs and school practices in amplifying or reducing educational inequities. The results indicate that versatility tends to only partially attenuate the magnitude of the undesired effects of curricular differentiation, without being associated with a more comprehensive perspective on the development of secondary education offerings.

The teaching of science at both national and international levels has consistently embraced constructivist approaches, calling upon schools and teacher education to infuse their practices with these principles to promote a deep understanding of nature, stimulate curiosity, and enhance creativity in students.

Hence, it is pertinent to inquire about the decisions made by some independent private universities in Chile that, in the face of environmental complexities, manage to become high-performing institutions. This means having efficient governance to achieve institutional goals, implementing concrete actions to fulfill their academic purposes, and having a financially sustainable business model. All of this translates into recognition from regulators (accreditation) and social status (high rankings in national and international rankings).

To answer this question, the theories that form the conceptual basis for this research are analyzed, which are approached from three theoretical perspectives: the Political Economy of Higher Education, Organizational Development, and University Governance and Agency Theory.

The Political Economy of Higher Education reflects on our tertiary education system and its political economy foundations under different incentive schemes. On the other hand, from the theoretical perspective of Organizational Development, the different evolutionary stages of institutions are presented from their inception to either their demise or consolidation.

Furthermore, University Governance (UG) and Agency Theory (AT) are explored based on their theoretical assumptions. UG is seen as one of the key factors for achieving institutional consolidation, while AT is used as an analytical tool to identify good practices of internal governance.

The study employed a sequential mixed-methods design. The first quantitative phase analyzed the relationship between students’ creative productions and the didactic environments they were immersed in. In the second qualitative phase, two cases were studied to characterize how classroom dimensions operated together to enable or constrain the emergence of new ideas in the classroom.

Based on this understanding of collaboration, the aim is to shed light on the educational system regarding how to increase and enhance the presence of collaboration among children in school, boost children’s agency in their learning, and promote the development of the learning required for the 21st century, as described by Delors and Mufti (1996): learning to know, learning to do, learning to live together, and learning to be.

This thesis focuses on the scenario of higher education in Chile and the integration of new university actors into its institutions. In this country, this occurred amid a process of change, a crisis of trust in these institutions, and adjustments in how their quality was regulated.

Quality administrators are now positioned in new university substructures specialized in the function of educational quality management, known as quality assurance units.

During the process of defining their role, a shared identity among quality administrators does not emerge. Until now, this identity has seemed to be primarily based on the common obstacles they must face and the constant efforts they must make to validate their work in the academic sphere. They feel that they have to accept the invisible value of their function within the university. During this process of defining their identity and in an environment where the identity of the “others” (the academics) is more defined and deeply rooted in their discipline, this new actor uses strategies to help reduce their own anxiety regarding their loosely defined role.

President Michelle Bachelet’s government program (2014-2018) prioritized free and inclusive education, the elimination of profit-seeking in educational institutions, and the strengthening of state-provided education at its core.

For many, including politicians, academics, and students, the goal was to restore the concept of the ‘Teaching State,’ which had inspired educational policies in the Republic before the military coup. In recent years, considerable attention has been given to the issues of Chilean higher education from a market perspective, highlighting the influence of neoliberal ideology on educational segregation and the interference of economic interests seeking to profit from the governance and management of higher education institutions.

However, a comprehensive institutional history of Chilean higher education, depicting the evolution and continuity of the system’s regulations and state policies, considering both the public and private sectors across various constitutional cycles up to the present day, remains unwritten. This thesis aims to fill that gap and provide an institutional perspective on the history of Chilean higher education.

In general terms, it is concluded that in Chile, university teaching training programs are similar to each other and do not directly adhere to a clearly defined theoretical model specific to the field of Higher Education. On the other hand, when analyzing the effect of training on teachers and students for a specific program, positive impacts were observed only after one year of training. In these cases, teachers demonstrated a teaching approach more focused on their students’ learning compared to their peers who had not participated in such training. Additionally, their respective students showed a higher usage of deep learning strategies rather than surface learning strategies.

The study concludes by proposing a university teaching training program based on a theoretical model specific to the field of Higher Education. Furthermore, this proposal considers the main findings of the research to enhance its impact on improving teaching and learning processes.

A common element in different academic programs is that the declared focus of training in assessment is constructivist. However, when developing various aspects of the evaluation process, behavioral elements are mixed with constructivist ones. Additionally, the formative function of assessment is emphasized in the course; however, the focus is on designing assessment instruments rather than providing descriptive feedback to students, which is a fundamental element of formative assessment. The designed assessment instruments are not applied, so they are not empirically tested, nor is the information about learning that can be obtained from their application analyzed. During the practice in school establishments, future teachers must adapt to the school’s rules, conducting traditional, summative assessment for grading purposes. In this formative space, they cannot innovate or learn in action what is theoretically communicated to them at the university, deepening the practical weakness of the training.

When analyzing the meanings of assessment among academics and pedagogy students, it is observed that the training conveys a similar view of classroom assessment among the institutions and academic programs studied. Three central propositions organize the meanings of assessment among academics and pedagogy students: assessment is a process; evaluating is not just grading; assessment must be fair. Based on this, future teachers consider that the best evaluative practice is informal, fully immersed in the process, and without any negative consequences for students. However, information from other research indicates that this informal practice can be arbitrary and reproduce social differences.

The problems in the training can be interpreted from the tension between the formative purpose and the selective purpose of assessment, which ultimately is an unresolved tension in an inclusive mass education system that coexists with the selective tradition of the system.

This qualitative research was conducted in two phases: in the first stage, 10 special education teachers from the Metropolitan Region were interviewed, and subsequently, in a second phase, a case study was conducted with 2 teachers, following an ethnographic orientation for an academic semester.

Tensions in the identity of these teachers are identified, as well as contradictions and multiple barriers to the implementation of legislations. Additionally, evidence was found of the development of counter-conducts and resistances by these educators, in response to demands from their schools related to the standardization of students for the SIMCE assessment and the referral of students with greater learning difficulties to special education establishments.

The results show the existence of Europeanization processes in Colombia and the effects of domestic opportunism in both countries. In particular, the impact of the technical characteristics of the Frameworks, their complexity, and their adjustments to local structures, as elements of policies, and coercion, the role of international experts, and the phenomenon of isomorphism are analyzed as variables of the frameworks. In summary, all these variables are used to understand the failure of the Chilean and Colombian Qualifications Systems.