Políticas de estandarización chilena: Entre la subjetividad normada y performática del profesorado en formación inicial

Currently, it is possible to observe the proliferation of policies focused on improving teacher education and measuring their performance. In this context, the study's objective was to understand how preservice teachers construct their professional subjectivity based on interactions with normative discourses and institutional expectations derived from standardization policies in the Chilean university context. The methodological approach was qualitative, employing an instrumental case study with 19 education students. Among the findings, it is possible to highlight the university's role as a device for symbolic mediation and regulation, capable of intervening in teacher identity, which is configured under a regulated and performative subjectivity, given that future teachers prioritize behaviors aligned with compliance to external demands at the expense of an authentic and contextualized professional practice.