Professional learning networks for teachers in Chilean school contexts
DOI:
https://doi.org/10.18861/cied.2023.14.1.3269Keywords:
learning communities, professional development, experiential learning, learning networks, in-service teacher training, educational innovationsAbstract
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.
Downloads
References
Aas, M. & Vavik, M. (2015). Group Coaching: A New Way of Constructing Leadership Identity? School Leadership and Management, 35(3), 251–265.
Ahumada, L., Améstica, J., Pino-Yancovic, M., Lagos, A., & González, A. (2019). Colaboración y aprendizaje en red: Conceptos claves para el mejoramiento sistémico. Nota Técnica nro. 3. Líderes Educativos. Centro de Liderazgo para la Mejora Escolar.
Ahumada, L., González, A., Pino-Yancovic, M., Ortega, D., Zamorano, F., & Zepeda, S. (2018). Evaluación sobre el funcionamiento de las Redes de Mejoramiento Escolar del Ministerio de Educación (RME). Informe Técnico nro. 1. Líderes Educativos. Centro de Liderazgo para la Mejora Escolar.
Andreú, J. (2000). Las técnicas de Análisis de Contenido: una revisión actualizada. Fundación Centro Estudios Andaluces, 5(2), 1–34.
Araneda, S. (2021). Colaboración docente en contextos escolares chilenos. De una nueva profesionalidad docente hacia culturas orientadas al desarrollo de capital profesional [Tesis de maestría, Universidad Diego Portales]. Sistema de Bibliotecas de la Universidad Diego Portales (UDP).
Azorín, C. M., & Mujis, D. (2017). Network and collaboration in Spanish education policy. Educational Research, 59(3), 273-296. https://doi.org/10.1080/00131881.2017.1341817
Blitz, C., & Schulman, R. (2016). Measurement instruments for assessing the performance of professional learning communities. National Center for Education, Evaluation and Regional Assistance, 1-72. https://doi.org/10.1109/NANO.2012.6322186
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
Cabezas, V., Gómez, C., Orrego, V., Paz Medeiros, M., Palacios, P., Nogueira, A., Suckel, M., & Peri, A. (2021). Comunidades de Aprendizaje Profesional Docente en Chile: Dimensiones y fases de desarrollo. Estudios Pedagógicos, 47(3), 141-165. https://doi.org/10.4067/S0718-07052021000300141
Chua, W. C., Thien, L. M., Lim, S. Y., Tan, C. S., & Guan, T. E. (2020). Unveiling the Practices and Challenges of Professional Learning Community in a Malaysian Chinese Secondary School. SAGE Open, 10(2). https://doi.org/10.1177/2158244020925516
De Haro, J. (2011). Redes sociales para la educación. Anaya.
Denzin, N. K., & Lincoln, Y. S. (2013). Introducción al volumen III. Estrategias de investigación. En N. K. Denzin & Y. S. Lincoln (Eds.), Las estrategias de investigación cualitativa. Manual de investigación cualitativa (Vol. III, pp. 33–51). Gedisa.
Ferrada, N., & Contreras, J. (2021). Aprendizaje Basado en Equipos: La perspectiva de los futuros profesores. Revista de estudios y experiencias en educación, 20(42), 117-135. https://dx.doi.org/10.21703/rexe.20212042ferrada7
Flick, U. (2004). Introducción a la Investigación Cualitativa. Ediciones Morata.
Flores, R. (2009). Observando observadores: una introducción a las técnicas cualitativas de investigación social. Ediciones UC.
Flórez, M., & Fernández, O. (2021) Comunidades de práctica como plataformas de mejoramiento educativo. Sophia, 17(1), e1104. http://dx.doi.org/10.18634/sophiaj.17v.1i.1104
Glaser, B., & Strauss, A. (1967). The discovery of grounded theory. Aldine Press.
Hargreaves, A., & Ainscow, M. (2015). The top and bottom of leadership and change. Phi Delta Kappa, 97(3), 42-48.
Hernández, E., & Navarro, M. (2018). La participación en redes escolares locales para promover la mejora educativa, un estudio de caso. Profesorado. Revista de Currículum y Formación de Profesorado, 22(2), 71-90. https://doi.org/10.30827/profesorado.v22i2.7715
Hoogsteen, T. (2020). Collective Teacher Efficacy: A Critical Review of Education’s Top Influence. Advances in Social Sciences Research Journal, 7(6) 574-586. https://doi.org/10.14738/assrj.76.8494
Hord, S., & Sommers, W. (2008). Leading professional learning communities: Voices from research and practice. Corwin Press.
Ishak, R., Ismail, K., & Kamaruddin, S. (2020). Professional Learning Communities in Malaysian Schools: A Contemporary Literature Review. Universal Journal of Educational Research, 8. https://doi.org/10.13189/ujer.2020.080447
Jackson, D., & Temperley, J. (2007). From professional learning community to networked learning community. In L. Stoll & K. S Louis (Eds.), Professional learning communities: Divergence, depth and dilemmas. Open University Press; McGraw-Hill Education.
Leithwood, K., & Vera, A. (2016), Characteristics of Effective Leadership Networks. Journal of Educational Administration, 54(4), 409-433.
Lomos, C., Hofman, R. H., & Bosker, R. J. (2011). Professional communities and student achievement—A meta-analysis. School Effectiveness and School Improvement, 22(2), 121-148. https://doi.org/10.1080/09243453.2010.550467
Navarro, L. (2015). Informe Final del Estudio “Elaboración de insumos para la agenda y estrategia de relación del MINEDUC con los sostenedores municipales, en el contexto de la implementación de la Agenda FEP”. Ministerio de Educación de Chile (documento no publicado).
Navarro, M. J., & Hernández, E. (2017). La colaboración en red entre profesorado de aulas específicas de autismo para promover el intercambio profesional para la inclusión educativa. Perfiles Educativos, XXXIX(156), 58-71.
Picazo, M. (2013). Las políticas escolares de la Concertación durante la transición democrática. Ediciones Diego Portales.
Prenger, R., Poortman, C. L., & Handelzalts, A. (2019). The Effects of Networked Professional Learning Communities. Journal of Teacher Education, 70(5), 441–452. https://doi.org/10.1177/0022487117753574
Prenger, R., Poortman, C., & Handelzalts, A. (2017). Factors Influencing Teachers’ Professional Development in Networked Professional Learning Communities. Teaching and Teacher Education, 68, 77–90.
Rincón, S. (2018). Las redes escolares como entornos de aprendizaje para los líderes educativos. En J. Weinstein & G. Muñoz (Eds.), Cómo cultivar el liderazgo educativo. Trece miradas (pp. 335-388). Ediciones Diego Portales.
Soares, F., Galisson, K., & Van de Laar, M. (2020). A Typology of Professional Learning Communities (PLC) for Sub-Saharan Africa: A Case study of Equatorial Guinea, Ghana, and Nigeria. African Journal of Teacher Education, 9(2), 110–143. https://doi.org/10.21083/ajote.v9i2.6271
Stoll L. (2010). Connecting Learning Communities: Capacity Building for Systemic Change. In A. Hargreaves, A. Lieberman, M. Fullan & D. Hopkins (Eds.), Second International Handbook of Educational Change (pp. 469–484). Springer. https://doi.org/10.1007/978-90-481-2660-6_28
Stoll, L. (2010). Professional learning community. International Encyclopedia of Education, 151-157.
Stoll, L., Bolam, R., McMahon, A., Wallace, M., & Thomas, S. (2006). Professional learning communities: A review of the literature. Journal of Educational Change, 7(4), 221-258. https://doi.org/10.1007/s10833-006-0001-8
Strauss, A., & Corbin, J. (2002). Bases de la investigación cualitativa. Técnicas y procedimientos para desarrollar la Teoría Fundamentada. Universidad de Antioquia.
Valles, M. (2014). Entrevistas cualitativas. CIS.
Vela, F. (2008). Un acto metodológico básico de la investigación social: la entrevista cualitativa. En M. L. Tarrés (Coord.), Observar, escuchar y comprender. Sobre la tradición cualitativa en la investigación social (pp. 65-95). FLACSO; El Colegio de México; Ediciones Porrúa.
Wenger E. (2010). Communities of Practice and Social Learning Systems: the Career of a Concept. In C. Blackmore (Ed.), Social Learning Systems and Communities of Practice (pp. 179–198). Springer. https://doi.org/10.1007/978-1-84996-133-2_11
Wenger, E., & Snyder, W. (2000). Communities of Practice: The Organizational Frontier. Harvard Business Review, 78, 139-145.
