Professional learning networks for teachers in Chilean school contexts
Redes de aprendizaje profesional docente en contextos escolares chilenos
Redes de aprendizado profissional do professor em contextos escolares chilenos
| 2023 | |
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comunidades de aprendizaje desarrollo profesional aprendizaje por experiencia redes de aprendizaje formación en servicio innovación educativa learning communities professional development experiential learning learning networks in-service teacher training educational innovations comunidades de aprendizagem desenvolvimento profissional aprendizagem experiencial redes de aprendizagem formação em serviço inovação educacional |
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| Español | |
| Universidad ORT Uruguay | |
| RAD | |
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https://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/3269
http://hdl.handle.net/20.500.11968/6407 |
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| Acceso abierto | |
| http://creativecommons.org/licenses/by/4.0 |
| Sumario: | Although professional learning networks for teachers are a renowned strategy, there is still little evidence of meanings and organizational conditions for their feasibility. This study examined teachers’ appraisals and the contextual and organizational factors favoring professional development in the Teacher Learning Network (TLN) fostered by a local authority in the Ñuble region in the south of Chile in 2018 and 2019. The experience was analyzed considering the contributions of the literature on professional learning networks, community learning networks, and the improvement networks fostered by the Chilean government. Based on a thematic analysis of teacher discourse in two focus groups, results show a positive perception of participation in collaborative work with peers from different levels and subject matters. They assert that peer work was a learning opportunity on curricular topics and sharing their reflections about their performance. Ultimately, this has meant some personal welfare. Regarding the organizational aspects for the appropriate functioning of a network, teachers remark on the relevance of leadership legitimacy and pedagogical competency. Teacher commitment, a sound work plan, and time availability are other participation requirements. An atypical finding was the mandatory nature of network participation. This challenges literature claims on the self-regulated nature of these communities. |
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