¿Qué saben de gramática los estudiantes que ingresan a la formación inicial docente?

This study characterizes the grammatical knowledge of students entering initial teacher training in language pedagogy at the University of Santiago in Chile. A quantitative, descriptive questionnaire based on grammatical concepts included in the Chilean curriculum was administered to 82 Spanish and English pedagogy students. The results show that students have significant deficiencies in morphology and syntax, which could affect their ability to teach and reflect on language. This study highlights the need to revise teacher training programs to incorporate strategies that strengthen metalinguistic skills and encourage critical reflection on grammar. This will ensure the quality of language teaching in the Chilean education system.