Resumen

OTTO GOMEZ, Cristian. Educational policy on initial teacher training in Paraguay: Analysis with key stakeholders. Rev. Int. Investig. Cienc. Soc. [online]. 2025, vol.21, n.2, pp.247-260. ISSN 2226-4000.  https://doi.org/10.18004/riics.2025.diciembre.247.

The main objective of this research was to analyze the perceptions of key stakeholders regarding the initial teacher training education policy implemented by the Ministry of Education and Sciences (MEC) in Paraguay in the Teacher Training Institutions (IFDs) in 2025. The methodology was mixed-methods; in-depth interviews were conducted with senior MEC managers and focus groups (directors and trainers) from private and public IFDs involved in the design and implementation. Additionally, a questionnaire was administered to final semester students (2022-2025 cohort). The results show significant progress in the effectiveness of the initial teacher training education policy, but there are still structural challenges, such as evaluation with key stakeholders, curriculum redesign, updating assessment mechanisms, and the relevance of the proposed actions according to the context, which affects its implementation. It is concluded, based on the findings, that there is a need to strengthen participation mechanisms in the design, follow-up, monitoring, and evaluation of public education policies, and in this specific case, in initial teacher training as a strategic axis for improving the quality of the national education system.

Palabras clave : Education policy; key actors; initial teacher training; Ministry of Education and Sciences; Paraguay.

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