Can Educational Technical Assistance (ATE) be a strategy for Teacher Professional Development? Reflections from a Chilean Case Study

In Chile, within the context of the Preferential School Subsidy law (SEP), schools receive support forthe design and implementation of their school improvement plans from Educational TechnicalAssistance (ATE) agencies. Based on a case study on the relationship between a university-based ATEand a municipal primary school this paper addresses the topic of teacher professional development inChile. Although the case study did not intend to directly investigate the topic of teacher professionaldevelopment it was systematically highlighted by the participants of the study. Consequently, thispaper looks back at the findings of the case study and discusses the role of ATE as a strategy forschool-based professional development. Finally, a theoretical reflection is presented on the tensionbetween two practical orientations that could characterise ATE?s approach to school-based professionaldevelopment in this and similar cases.