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El Ensayo de Posicion Pedagogica (EPP) constituye una estrategia de formacion, en la cual el profesor redacta los principios que guian su labor, y los reescribe segun se suceden experiencias clave. Este articulo presenta el diseno, implementacion y evaluacion del EPP con estudiantes del Programa de Formacion Pedagogica de la Pontificia Universidad Catolica de Chile. Su objetivo general consiste en evaluar la progresion del EPP a lo largo de la trayectoria de dichos docentes en formacion. Mediante un estudio comparativo y de entrevistas semiestructuradas se analizan tres instancias del EPP: 1. cuando los estudiantes carecen de experiencia docente, 2. al iniciar sus practicas docentes, 3. hacia el final del Programa de Formacion Pedagogica. El EPP contribuye a revelar el circuito complejo entre experiencia de vida, cursos academicos, y contexto laboral mientras los profesores se adentran en su profesion. Abstract: The Pedagogical Position Essay (EPP) constitutes an educational strategy, in which teachers write down the basic principles that guide their work, and rewrite them according to key experiences. This article presents the design, implementation and evaluation of the EPP with students of the High School Teacher Training Program at Pontificia Universidad Catolica de Chile. Its general objective is to evaluate the progression of the EPP along the educational trajectory of these teachers. Through a comparative study and semi-structured interviews, three instances of the EPP are analyzed: 1. when students have no teaching experience, 2. at the beginning of their practicum work, 3. towards the end of their Teacher Training Program. The EPP contributes to revealing the complex circuit between life experience, academic courses and work context of teachers as they navigate their profession.

Ensayo de Posición Pedagógica: Una estrategia para visibilizar la formación docente / Pedagogical position essay: A strategy to make teacher education visible