Teacher training in Chile: A (trans)national mimesis policy?
This contribution presents a critical look at the way Chile adopts and embodies (mimesis) some of the recommendations of international organizations that affect educational policies. The central argument is deployed around the documented description of how certain orientations have been integrated into the field of teacher training in the country, within the reforms and changes of the last decades but also the most recent ones (Núñez-Moscoso et Flores Gonzalez, 2017). The article ends with a description of the potentialities and risks that these transformations may have for the teaching profession.