ABSTRACT This article presents the main findings of a mixed-method study that explored ECEC teachers’ views on the recently enacted STPD for Teacher Professional Development (STPD) in Chile. Relying on a mixed-method design, we gathered data from individual and group interviews and an online survey conducted with 268 ECEC teachers. Drawn from both a priori and emergent categories, our findings reveal that participants held four paradoxical views on the new System: salary justice versus monetizing of the profession; professional teaching recognition versus counter-pedagogical identity, rigorous evaluation versus inappropiate evaluation instruments, and palpable individual career advancement versus doubtful field development. These paradoxes show that ECEC teachers have a positive global view of the new STPD, despite their perception of its individualistic and counter-ECEC pedagogical nature, suggesting a claim for their right to professional development and decent working conditions, as well as a criticism of the STPD’s neoliberal foundation.

中文翻译：

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ECEC 教师对智利教师专业发展新体系的矛盾看法

摘要 本文介绍了一项混合方法研究的主要发现，该研究探讨了 ECEC 教师对智利最近颁布的教师专业发展 STPD (STPD) 的看法。依靠混合方法设计，我们从个人和小组访谈以及对 268 名 ECEC 教师进行的在线调查中收集数据。从先验和紧急类别中得出的结果表明，参与者对新系统持有四种自相矛盾的观点：工资公正与职业货币化；专业教学认可与反教学认同，严格评估与不适当的评估工具，以及明显的个人职业发展与可疑的领域发展。这些悖论表明 ECEC 教师对新的 STPD 持积极的全球看法，