Inclusion and Interculturality in Initial Teacher Education in Chile: Limitations and Obstacles from the Accreditation Processes

Abstract

This article critically analyzes the limitations and obstacles of the accreditation process for teacher education programs in Chile, emphasizing educational inclusion and interculturality. It identifies a significant gap between official educational policy and actual teaching practices, caused by rigid regulatory frameworks that fail to adequately consider cultural and territorial diversity. Findings highlight a structural disconnect that exacerbates educational inequalities, particularly impacting regional universities and vulnerable student populations. The study underscores the need to revise accreditation criteria through inclusive and culturally responsive lenses, recognizing territorial and cultural diversity as central elements for equitable and just teacher education.