Academic literature on the topic 'Chilean Educators'
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Journal articles on the topic "Chilean Educators"
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González, Álvaro, María Beatriz Fernández, Mauricio Pino-Yancovic, and Romina Madrid. "Teaching in the pandemic: reconceptualizing Chilean educators' professionalism now and for the future." Journal of Professional Capital and Community 5, no. 3/4 (July 13, 2020): 265–72. http://dx.doi.org/10.1108/jpcc-06-2020-0043.
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PurposeThis essay explores the effects of school buildings closure during the coronavirus disease 2019 (COVID-19) pandemic on Chilean teachers' and principals' professional role and values, highlighting implications for reconceptualizing educators' professionalism for the post-pandemic era.Design/methodology/approachCompeting versions of Chilean educators' professionalism during the pandemic were analyzed based on government guidelines, national teachers' association statements, news reports and testimonies from teachers and principals collected from webinars.FindingsThe guidelines that the ministry issued after school building were required to close motivated educators to challenge a version of professionalism founded on new public management (NPM) policies, which mandated external control and emphasized students' academic outcomes. By challenging the dominant NPM perspective of professionalism, educators advocated for professional autonomy as well as students' and communities' well-being.Originality/valueThis essay offers insights into how the Chilean school system's response to the crisis evidenced competing notions of educators' professionalism. As the pandemic continues to be an ongoing phenomenon, four implications for reconceptualizing educators' professionalism are drawn, which could inform and offer guidance to practitioners and policymakers in the post-pandemic era.
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Montenegro Maggio, Helena. "The professional path to become a teacher educator: the experience of Chilean teacher educators." Professional Development in Education 42, no. 4 (July 28, 2015): 527–46. http://dx.doi.org/10.1080/19415257.2015.1051664.
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Hinostroza-Paredes, Yenny. "Critical discourse analysis of university teacher educators’ professionalism in Chilean teacher education policy." education policy analysis archives 28 (November 30, 2020): 180. http://dx.doi.org/10.14507/epaa.28.5201.
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This article uses critical discourse analysis (CDA) to interrogate the discursive construction of Chilean university teacher educators’ professionalism in government initial teacher education policy and institutional policy enactment documents. The study examines the network of discourses—new managerialist, quality assurance, performance, functionalist professional development—producing a version of professionalism akin to organizational professionalism. Used as a form of managerial control over teacher educators’ professional practices, such professionalism exacerbates performativity while reducing professional agency opportunities and consistent professional/academic development. Ultimately, this study contributes to the necessary questioning of Chilean ITE policy reform and the need to examine its effects on university TEs’ professional lives and the professional modeling of their student teachers.
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Farías, Miguel, and Leonardo Véliz. "Multimodal Texts in Chilean English Teaching Education: Experiences From Educators and Pre-Service Teachers." Profile: Issues in Teachers´ Professional Development 21, no. 2 (July 1, 2019): 13–27. http://dx.doi.org/10.15446/profile.v21n2.75172.
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Drawing on 10 pedagogical standards issued by the Chilean Ministry of Education, three dealing with multimodality, we, in this research, examined English language pre-service teachers’ and educators’ approaches to the use of multimodal texts. Data were gathered through two online surveys that explored the use of multimodal texts by teacher educators and pre-service teachers. Results indicate that educators were familiar with the standards and multimodality when teaching reading and writing, but lack of resources, preparation, and time prevents them from working with multimodal texts. Candidates read printed and digital newspapers, novels, and magazines outside university, but rarely use them academically. They extensively use social media, even for academic purposes. There is a mismatch between the use of multimodal texts by teacher candidates and teacher educators.
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Mellado, Claudia, and Federico Subervi. "MAPPING EDUCATIONAL ROLE DIMENSIONS AMONG CHILEAN JOURNALISM AND MASS COMMUNICATION EDUCATORS." Journalism Practice 7, no. 3 (August 30, 2012): 345–61. http://dx.doi.org/10.1080/17512786.2012.718584.
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Salinas-Silva, Victor, Andoni Arenas-Martija, and Leonor Margalef-García. "Non-certified environment and geography subject expertise in Chilean rural educators." International Research in Geographical and Environmental Education 25, no. 2 (February 29, 2016): 105–20. http://dx.doi.org/10.1080/10382046.2016.1149340.
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Marín-Díaz, Verónica, Irma Riquelme, and Julio Cabero-Almenara. "Uses of ICT Tools from the Perspective of Chilean University Teachers." Sustainability 12, no. 15 (July 30, 2020): 6134. http://dx.doi.org/10.3390/su12156134.
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The use of the ICT in university learning processes is linked to their use by the educator. This aspect will determine the use of some resources over others, and consequently, the prevalence of some methodologies over others. The main objective of this work is to determine the use of the ICT by university educators, and from this, to determine which elements will define the design of a training program on the use of the ICT. For this, and with the use of an ex post facto method with a sample of n = 1113 subjects, the main result obtained was that the male professors utilized the digital tools more often for their teaching tasks. Furthermore, those with less professional experience preferred to use tools found in the cloud. Thus, it is concluded that the model of training observed from the demonstrated use of digital resources is linked to the preoccupation of education professionals for caring for the digital environment, and this model should be designed as a function of the methodologies and the system of evaluations utilized by the professors.
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Singh, Michael, Jinghe Han, and Christine Woodrow. "Shifting Pedagogies through Distributed Leadership: Mentoring Chilean Early Childhood Educators in Literacy Teaching." Australasian Journal of Early Childhood 37, no. 4 (December 2012): 68–76. http://dx.doi.org/10.1177/183693911203700410.
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Pascual-Soler, Marcos, Dolores Frias-Navarro, Jaime Barrientos-Delgado, Laura Badenes-Ribera, Hector Monterde-i-Bort, Manuel Cárdenas-Castro, and José Berrios-Riquelme. "Factorial Invariance of the Scale Beliefs About Children’s Adjustment in Same-Sex Families in Spanish, Chilean, and Hispanic University Students." Hispanic Journal of Behavioral Sciences 39, no. 2 (April 19, 2017): 238–62. http://dx.doi.org/10.1177/0739986317701164.
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This study examines the factorial invariance of the Scale on Beliefs About Children’s Adjustment in Same-Sex Families (SBCASSF) across countries in three samples: Chilean, Spanish, and Hispanic university students. The scale analyzes attitudes toward the consequences of the rearing and education of children by parents with a homosexual sexual orientation. The instrument consists of two subscales: Individual Opposition and Normative Opposition. The Spanish sample is composed of 199 university students, the Chilean sample is made up of 279 students, and the Hispanic sample consists of 114 students. The results provide empirical evidence for the reliability of the SBCASSF in the samples from the countries and its factorial invariance (strict invariance). Results are also provided about differences between countries and by sex. The SBCASSF could be a potentially useful measure for educators, psychologists, and other mental health professionals who wish to study beliefs about the child-rearing practices of same-sex parents.
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Vaccaro, Liliana. "Transference and Appropriation in Popular Education Interventions: A Framework for Analysis." Harvard Educational Review 60, no. 1 (April 1, 1990): 62–79. http://dx.doi.org/10.17763/haer.60.1.415x63v49508n567.
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In this article, Liliana Vaccaro discusses the educational experience of a particular popular education project in Chile, called the Learning Workshops. This program, which has been in existence for twelve years, has evolved in many areas. Vaccaro documents its evolution by explaining how the Workshops' teaching practice has become more effective, how popular educators have taken total control of some projects, and more recently, how coordinating groups of popular educators are being formed to provide a more permanent educational resource in their communities. Vaccaro identifies some of the strategies and processes that are crucial for achieving appropriation — that is, when popular educators are motivated and prepared to take control of, or appropriate, the educational project in their own communities. This article presents the educational efforts of people who, despite their poverty and the Chilean government's historical indifference to their problems and needs, have committed themselves to improving their lives and have taken control of their destinies. Vaccaro speaks about the commitment of people who are working to construct a democratic society which guarantees quality education, personal safety and health, and opportunities for improvement for all.
Dissertations / Theses on the topic "Chilean Educators"
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Ramirez-Fernandez, Luis. "The evaluation of Chilean medical educators' perceptions about establishing a national medical examination in Chile /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487266362336727.
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González, Moraga Maribel del Carmen. "Being and becoming a Deaf Educator : the construction of Deaf Educators' roles and pedagogies in Chilean Deaf Schools." Thesis, University of Bristol, 2017. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.723458.
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Gomez, Mariel. "Professioal development in Chilean state funded early childhood education : what do educators have to say?" Thesis, University of British Columbia, 2014. http://hdl.handle.net/2429/50913.
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This study utilizes a multiple-case study to investigate the knowledge, experience, and needs regarding professional development opportunities of Chilean early childhood educators. The cases of the study are the professional development of the staff employed at two centers that belong to JUNJI and Fundacion Integra foundation, the two main institutions offering state-funded early childhood education in Chile. The participants of this study included two center’s directors and four early childhood educators. Data collection was undertaken using semi-structured interviews, review of documents and a reflective journal. Data were categorized and analyzed adopting an inductive approach to thematic analysis. Four broad themes were identified trough the analysis: different types of professional development, perceptions about the value and effectiveness of professional development activities, professional development needs, and working conditions.
Participants of this study described their experiences in a variety of professional development activities including orientation; ongoing training in the form of workshops, talks and courses; learning communities; beginning of the year intensive training; and diplomas and degrees. In general, professional development was regarded by all participants as an essential component in their careers as early childhood educators. However not all participants shared the same perception about the effectiveness of different types of professional development activities available to them. Participants expressed several needs that in their view would maximize the potential benefits of professional development activities. Those needs encompassed greater duration and depth in orientation sessions and ongoing training activities; access to ongoing training activities for a greater number of educators; more opportunities to receive training guided by subject matter experts both inside and outside the centers; more training focused in topics related to language development, socioemotional development, and assessment; greater economic support to pursue postgraduate studies; and improvement of the initial training of early childhood educators.
In one center the participants discussed several working conditions that affected their overall daily experiences at work. Participants indicated that lack of time, increased administrative work, and low staff-child ratio were factors that hampered their work at the center, including but also transcending professional development activities.Education, Faculty of
Graduate
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Aliaga, Salas Loreto Alejandra. "Teacher educators' cognitions during the implementation of an innovative pre-service English teaching programme in Chile." Thesis, University of Leeds, 2017. http://etheses.whiterose.ac.uk/20749/.
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This thesis explores teacher educators’ cognitions in the context of a new five-year-long undergraduate English Language teaching programme at a private university in Chile. This programme is called Integrated Curriculum since its main principle is to teach all its curricular strands, i.e. integrated English language (IEL), methodology, education and school internships in an integrated fashion, enabling the content and teaching/learning processes of each strand to feed into and draw from the others. The Integrated Curriculum is inspired by the principles of critical pedagogy and social justice. This case study followed a qualitative research design, within a critical theory paradigm. The data generation consisted of semi-structured interviews and classroom observations of four teacher educators teaching at the IEL strand. The IEL strand concentrates 60% of the teaching hours of the integrated curriculum, and most teacher educators work on this area. Interviews also included the programme leaders, and twenty-six student teachers. The findings showed that teacher educators are very committed to the programme. However, the complex organisational system hinders their opportunities for reflection, on-going improvement, and addressing student-teachers’ teaching and learning needs. The programme leaders are aware of the difficulties that teacher educators face while implementing it. Student teachers seem to have a limited perspective of the integrated curriculum and appear to struggle to understand the innovative language teaching approach promoted by the IEL. This study demonstrates that complex curriculum change takes time and resources. In this case, despite being well intended, the speed of the change, the lack of forward planning, and existing models to refer to, have limited the IC achievements. Findings suggest that changes in teacher education require a close connection with the school contexts to gauge the feasibility of the innovation in reality, to inform teacher educators and student teachers to teach and learn in mainly unchanged educational contexts.
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Illesca, Pretty Mónica. "Aprendizaje basado en problemas y competencias genéricas : concepciones de los estudiantes de enfermería de la Universidad de la Frontera. Temuco-Chile." Doctoral thesis, Universitat de Lleida, 2012. http://hdl.handle.net/10803/110733.
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Amb l'objectiu d'explorar en l'alumnat les opinions respecte a les competències genèriques desenvolupades amb l'aprenentatge basat en problemes (ABP), treballat en grup petit, durant la seva formació de pregrau per donar resposta a les inquietuds plantejades pels ocupadors, es va realitzar una investigació qualitativa (estudi intrínsec de casos), a través de grups focals. La mostra va ser no probabilística, intencionada de casos per criteris, prèvia signatura del consentiment informat. L'anàlisi de dades va ser per la reducció progressiva.
Els estudiants van identificar totes les competències genèriques, el que és concordant amb el trobat en la revisió bibliogràfica quan el procés educatiu implica l'ABP. Afavoreixen més les sistèmiques que les instrumentals, a diferència del que és planteja en la teoria que privilegien aquestes últimes. Van reconèixer tres àmbits de la pràctica professional per al desenvolupament de les competències genèriques. L'ABP, enforteix la valoració de destreses i habilitats, millorant les possibilitats d'ocupabilitat.Con el objetivo de explorar en el alumnado las opiniones respecto a las competencias genéricas desarrolladas con el aprendizaje basado en problemas (ABP), trabajado en grupo pequeño, durante su formación de pregrado para dar respuesta a las inquietudes planteadas por los empleadores, se realizó una investigación cualitativa (estudio intrínseco de casos), a través de grupos focales, cuya muestra fue no probabilística, intencionada de casos por criterios, previa firma del consentimiento informado. El análisis de datos fue por la reducción progresiva. Los estudiantes identificaron todas las competencias genéricas, lo que es concordante con lo encontrado en la revisión bibliográfica cuando el proceso educativo implica el ABP. Favorecen más las sistémicas que las instrumentales, a diferencia de lo planteado en la teoría que privilegian estas últimas. Reconocieron tres ámbitos de la práctica profesional para el desarrollo de las competencias genéricas. El ABP, fortalece la valoración de destrezas y habilidades, mejorando las posibilidades de empleabilidad.
With the aim of exploring of students' views on generic skills developed through problem-based learning (PBL), small group worked during their undergraduate training to respond to concerns raised by employers, there was a qualitative research (intrinsic case study), through focus groups, whose sample was not random, intentional cases. Previously the participants signed the informed consent. The data analysis was performed through the phasing out of them. Students identified all generic skills, which is consistent with findings in the literature review when the educational process involves the ABP. More supportive systemic instrumentals, unlike what was stated in the latter theory that privilege. They recognized three areas of professional practice for the development of generic skills. The ABP, strengthens the assessment of skills and abilities, improving the chances of employability.
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Pereyra, Elías Reneé, Percy Mayta-Tristan, Idrogo Juan José Montenegro, Christian R. Mejia, A. Gabriel Abudinén, Peralta Rita Azucas, Fernandez Jorge Barrezueta, et al. "Differences on Primary Care Labor Perceptions in Medical Students from 11 Latin American Countries." PLoS ONE, 2016. http://hdl.handle.net/10757/617247.
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Background
The shortage in Latin-American Primary Care (PC) workforce may be due to negative perceptions
about it. These perceptions might be probably influenced by particular features of
health systems and academic environments, thus varying between countries.
Methods
Observational, analytic and cross-sectional multicountry study that evaluated 9,561 first
and fifth-year medical students from 63 medical schools of 11 Latin American countries
through a survey. Perceptions on PC work was evaluated through a previously validated
scale. Tertiles of the scores were created in order to compare the different countries. Crude
and adjusted prevalence ratios were calculated using simple and multiple Poisson regression
with robust variance.
Results
Approximately 53% of subjects were female; mean age was 20.4±2.9 years; 35.5%were
fifth-year students. Statistically significant differences were found between the study subjects’
country, using Peru as reference. Students from Chile, Colombia, Mexico and Paraguay perceived PC work more positively, while those from Ecuador showed a less
favorable position. No differences were found among perceptions of Bolivian, Salvadoran,
Honduran and Venezuelan students when compared to their Peruvian peers.
Conclusions
Perceptions of PC among medical students from Latin America vary according to country.
Considering such differences can be of major importance for potential local specific
interventions.
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Zancajo, Silla Adrián. "Las escuelas ante el mercado. Análisis de las respuestas de la oferta escolar en un entorno de competencia: el caso de Chile." Doctoral thesis, Universitat Autònoma de Barcelona, 2017. http://hdl.handle.net/10803/403768.
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Desde la década los ochenta, las reformas de mercado en educación han sido
adoptadas en diversos países. Este tipo de políticas sitúa la elección de las familias y la
competencia entre las escuelas en el centro de su ontología, convirtiéndose en los
mecanismos principales que deben permitir la mejorar la calidad de los sistemas
educativos. La mayoría de estudios que han analizado los procesos de mercantilización
y privatización de los sistemas educativos se han centrado en evaluar los efectos de
estos fenómenos en diferentes dimensiones como la eficacia, eficiencia o equidad. Sin
embargo, pese a la centralidad que la teoría del mercado en educación otorga al
comportamiento de las escuelas como respuesta al fenómeno de la competencia, la
evidencia empírica sobre las respuestas de las instituciones educativas a las políticas
de mercado es todavía relativamente reducida. La tesis doctoral se interroga acerca de
la manera en que las escuelas responden a los incentivos del mercado, así como los
factores que condicionan sus respuestas. Tomando como referencia el marco analítico
de la re-contextualización (o policy enactment) como punto de referencias, la
investigación se centra en el análisis de cómo las escuelas interpretan su situación en
el mercado y desarrollan prácticas para intentar responder a las presiones e incentivos
de la competencia.
La fase empírica de la investigación se ha centrado en el análisis del caso específico
del sistema educativo de Chile. El sistema educativo chileno es uno de los casos, a nivel
internacional, donde las políticas de mercado en educación se han adoptado en su
versión más extrema u ortodoxa. En la década de los ochenta, el gobierno chileno
implementó un sistema de voucher escolar universal que lo ha convertido en uno de los
sistemas educativos más mercantilizados y privatizados del mundo. Además, después
de casi cuatro décadas de aplicación de políticas de mercado, es posible asegurar quer
tanto la oferta como la demanda educativa han interiorizado las reglas y lógicas del
mercado. La fase empírica de la investigación se basó en dos ámbitos locales que
pudieran representar de manera adecuada el concepto de mercado educativo local
(Valparaíso y La Florida). En cada uno de estos espacios se seleccionó una muestra de
escuelas representativa de la diversidad de la oferta escolar a nivel local. A lo largo del
trabajo de campo se realizaron entrevistas en profundidad con los directores, así como
con una muestra de las familias de la escuela. La información recogida a través de estas
entrevistas se complementó con el análisis de las principales bases de datos
estadísticas del sistema educativo chileno.
Los resultados del estudio muestran que las respuestas de las escuelas se encuentran
condicionadas por las características y las dinámicas del mercado educativo local, así
como por sus recursos y posición el mercado. Además, el estudio ha analizado las
respuestas de las escuelas al entorno de competencia en los diversos ámbitos de su
actividad, así como las motivaciones que explican estás respuestas y los objetivos
perseguidos. Finalmente, el análisis de las respuestas de las escuelas permite derivar
4 tipos ideales en relación a las lógicas de acción desarrolladas por las escuelas:
“consolidadas”, “aspiracionales”, “conservadoras” y “pasivas”. Las conclusiones
reflexionan en torno a las limitaciones de las políticas educativas de mercado para
promover un comportamiento por parte de las escuelas que pudiera mejorar la calidad
del sistema educativo.Since the 1980s, market reforms in education have been adopted in a number of countries. This type of policy places the choice of families and competition between schools as the main mechanisms to improve the quality of education systems. Most studies analysing the processes of marketization and privatization of education have focused on assessing the effects of these phenomena on different dimensions such as efficacy, efficiency or equity. However, despite the centrality that education market theory gives to the behaviour of schools as a response to competition, empirical evidence on schools’ responses to market policies is still scare. This doctoral thesis analyses the ways in which schools respond to market incentives, as well as the factors conditioning their responses. Taking the analytical framework of policy enactment as a reference point, the research focuses on the analysis of how schools interpret their situation in the market and develop practices to respond to the pressures and incentives of competition. The empirical phase of the research focuses on the Chilean educational system. The Chilean educational system is one of the cases internationally where market policies in education have been adopted in its most extreme or orthodox version. In the 1980s, the Chilean government implemented a universal school voucher system which made education provision one of the most marketized and privatized systems worldwide. Furthermore, after almost four decades of market policies, it can be asserted that both educational supply and demand have internalized the rules and logics of the market. The empirical phase of the research was based in two local spaces that may respond to the concept of “local educational market” (Valparaíso and La Florida). In each of these sites a sample of schools representing the diversity of school supply at the local level was selected. Throughout the fieldwork, in-depth interviews were conducted with school principals as well as with a sample of school's families. The information gathered through these interviews was complemented with an analysis of the main statistical databases of the Chilean education system. The results of the study show that schools’ responses are conditioned by the characteristics and dynamics of the local educational market, as well as by their resources and their market position. In addition, the study analyses schools' responses to a competitive environment regarding various areas of their activity, as well as the motivations that explain these responses and the objectives pursued. Finally, the analysis of schools' responses leads to identify four ideal types with regard to the logics of action developed by schools: "consolidated", "aspirational", "conservative" and "passive". The conclusions elaborate on the limitations of market oriented educational policies to incentivise specific schools’ behaviour that may improve the quality of education systems.
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Ulloa, Becerra Sergio Fernando. "Caracterización de los directores/as de establecimientos educacionales de excelencia académica. Un estudio de la región del Biobío-Chile." Doctoral thesis, Universitat Autònoma de Barcelona, 2016. http://hdl.handle.net/10803/399523.
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La investigación tuvo como propósito conocer las características de los directores/as de establecimientos educacionales de excelencia académica y de alta vulnerabilidad económica y social en la región del Bio-Bío-Chile.
Se investigaron variables como la reforma educacional de los años 90, liderazgo pedagógico, gestión escolar, concepciones de liderazgo, competencias profesionales, clima organizacional y relación entre nivel socioeconómico y resultados académicos que obtienen los estudiantes.
Se trató de una investigación empírica, de campo, y descriptiva con una muestra de 30 directores/as que trabajan en establecimientos educacionales de dependencia municipal, con estudiantes de alta vulnerabilidad, pertenecientes a familias de niveles socioeconómico medio bajo y bajo que obtuvieron excelentes resultados académicos en las pruebas de medición SIMCE aplicadas los años 2014 y 2015.
El investigador realizó visita de campo para aplicar cuestionario validado por juicio de expertos y utilizando escala likert de apreciación. Se desarrollaron entrevistas con preguntas abiertas a directores, docentes, estudiantes y padres y apoderados.
Las respuestas arrojadas por el cuestionario y por las entrevistas aplicadas se representaron en gráficos y tablas, posteriormente, se hizo un análisis cuantitativo y descriptivo de las respuestas entregadas por todos los actores del proceso educativo.
La investigación arrojó una tipología del director/a de un establecimiento educacional vulnerable con excelentes resultados académicos, referidas a estilo de liderazgo predominante, prácticas de liderazgo pedagógico, acciones representativas de una gestión escolar eficiente y rasgos personales distintivos del director/a.
La investigación aporta, además, un análisis crítico de la práctica directiva en los establecimientos educacionales de alta vulnerabilidad en los que se perpetúa una cultura dominante.
Finalmente, esta investigación propone también una serie de desafíos profesionales a los directores/as que trabajan en establecimientos educacionales con estudiantes de alta vulnerabilidad, para aportar a la disminución de las desigualdades sociales, culturales y económicas.The purpose of the research was to know characteristics of headteachers in educational establishments with academic excellence and high social and economic vulnerability in Bío-Bío Region, Chile. It was investigated some variables such as education reform in the 1990s, pedagogical leadership, school management, educational leadership ideas, professional competences, school environment, and relationship between socioeconomic status and academic results that get students. It was an empirical, field, and descriptive research with a sample of 30 headteachers who work in public educational establishments. Besides, this research worked with high vulnerability’s students, that belong to families with medium-low and low socioeconomic status. These students got good academic results in evaluations of measuring as SIMCE ( Sistema de Medición de la Calidad de la Educación), applied between 2014 and 2015. The field researcher applied a survey, based on expert judgment. On the other hand, he/she used likert-type scale. It made interviews with open questions to headtachers, teachers, students, and parents. The answers were showed through charts and boxes. Then, it was made a quantitative and descriptive analysis of the all answers given by participants of educational process. The research generated a typology of the headteacher in a vulnerable educational establishment with excellent academic results due to a style of predominant leadership, experiences in pedagogical leadership, representative actions in an efficient school management, and distinctive personal characteristic of the headteacher. In addition to this, the research shows a critic analysis of the work done by the headteachers in educational establishments with high vulnerability in which there is a dominant culture. Finally, this research proposes some professional challenges for headteachers that work in educational establishments that has high vulnerability of the students in order to decrease the social, cultural and economic inequalities.
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Espinoza, León Paula Carolina. "Creencias de las educadoras de educación infantil sobre la evaluación de aprendizajes. Un estudio de casos de cuatro educadoras de Santiago de Chile." Doctoral thesis, Universitat de Barcelona, 2016. http://hdl.handle.net/10803/399381.
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El presente estudio trata de una investigación acerca de las creencias de las educadoras de párvulos, sobre la evaluación de aprendizajes. El propósito de esta investigación es comprender sus creencias acerca de la evaluación de los aprendizajes, cómo han llegado a establecer éstas creencias y qué factores se relacionan con ellas y sus prácticas. Por otro lado la investigación ha intentado promover un proceso de reflexión, para evidenciar la importancia de este proceso en la investigación educativa.
La metodología utilizada es de corte cualitativo. Se trata de en un estudio de casos, cuya planificación es precedida de dos fases. En estas fases se utilizan diferentes técnicas de recogida de información. En la primera se usaron, entrevistas grupales, cuestionario, pautas de análisis de las prácticas de evaluación, con un equipo de educadoras de un colegio, en el que se intenta reflexionar acerca de sus creencias de evaluación. En la segunda, se utilizó un cuestionario para conocer las opiniones de algunas educadoras de párvulos, respecto de la evaluación de aprendizajes. Los resultados de estas dos fases preliminares dan origen al estudio de casos definitivo.
Las técnicas utilizadas en el estudio de casos son entrevistas, análisis de documentos, relatos de vida profesional, notas de campo de la investigadora, tomadas a lo largo de toda la investigación.
Las participantes del estudio de casos responden a perfiles diferentes, seleccionados en relación a determinados contextos. Los análisis y el rigor científico se realizaron con el apoyo del recurso informático Atlas-ti versión 6.0, con el cual se elaboró un sistema de categorización y codificación de las entrevistas y relatos. En la validación del estudio participaron las mismas educadoras quienes refutaron o confirmaron los significados de sus entrevistas, relatos y documentos.
Los principales resultados están expuestos en informes narrativos individuales. Cada caso fue analizado en relación a sus evidencias, por lo cual son resultados que sólo se pueden interpretar dentro de sus contextos. Las conclusiones más generales, de este estudio, estuvieron relacionadas con la influencia del contexto educativo en las creencias de las educadoras, la metodología y las experiencias personales, dentro y fuera de los centros educativos. Estos resultados corresponden a lo presentado en investigaciones precedentes, y aportan en relación a la influencia de otros factores, menos mencionados en las creencias de las educadoras.
A partir de los resultados y conclusiones se plantearon desafíos pendientes, en relación a la formación en evaluación de las educadoras y el papel que juega la institución educativa. Finalmente se evidencia que la reflexión es un inicio en la toma de conciencia de las creencias y un aspecto a fortalecer en las prácticas de las educadoras de párvulos.
Los resultados de las fases preliminares se exponen como antecedentes y configuran un marco de referencia importante para un primer acercamiento en el tema de las creencias de las educadoras de párvulo en Chile.The current thesis is a research about the beliefs of preschool teachers on the assessment of learning. The purpose of this study was to understand their beliefs about learning assessment, how they have come to establish these beliefs, and which factors underlie their beliefs and practices. Additionally, this research had promoted a reflective practice on each teacher to demonstrate the importance of this reflective process in educational research. I used a qualitative methodology using four case studies. These case studies were preceded by two phases to gather information, to select suitable cases, and to establish a framework for this study. First, I worked with a group of five preschool teachers and used a set of questions, group interviews, and analysis guidelines of assessment practices to make them think over their educational beliefs. In the second phase, I used a questionnaire to obtain opinion of hundred preschool teachers about their learning assessment beliefs. The results of these two preliminary phases were used to plan the case studies. For the case studies, I selected teachers representing different profiles, selected based on personal contexts. I used personal interviews, analyzed different assessment documents routinely used or written by them, obtained a description of their individual professional life stories and complemented these information with field notes obtained throughout the research. All data obtained was analyzed using the Atlas ti version 6.0 to elaborate a system of categories and codes to organize information in interviews and stories. At this stage, the teachers participated in validating the information, either to refute or confirm the meaningful information obtained from their interviews, experiences and personal stories about the learning assessment. The main results of this research/thesis are exposed in individual narrative reports where each case was analyzed taking into account their own evidence, hence results were intended to be interpreted only within their individual contexts. The main findings were related to the influence the educational centers have in the teacher beliefs, and the influence of the methodology and personal experiences inside and outside institutions have on their beliefs. These findings are in line with to those presented by previous research and provide new factors previously underestimated. The conclusions of this thesis highlight the importance of training preschool teachers in learning assessment and the central roles educational centres in relation to teacher beliefs and practices. This research is evidence supporting the idea that the reflection about the beliefs is a necessary process to strengthen the awareness and practice of learning assessment of preschool teacher. Finally, the results of the preliminary phases are set as background of case studies and give an important framework reference for the topic about beliefs of preschool teachers in Chile.
Books on the topic "Chilean Educators"
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Neumann, Emma S. Salas. Amanda Labarca: Dos dimensiones de la personalidad de una visionaria mujer chilena. Santiago de Chile: Ediciones Mar del Plata, 1996.
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Centro de Perfeccionamiento, Experimentación e Investigaciones Pedagógicas (Chile), ed. La producción de conocimiento acerca de la educación escolar chilena (1907-1957). Santiago: CPEIP, 2002.
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Neumann, Emma S. Salas. Memorias del escritorio segundo: Personalidades y episodios de la historia de la educación chilena. Santiago de Chile: [s.n., 1993.
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Ruz, Andrés Baeza. Contacts, Collisions and Relationships. Liverpool University Press, 2019. http://dx.doi.org/10.3828/liverpool/9781786941725.001.0001.
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This is a study on the relations between Britain and Chile during the Spanish American independence era (1806–1831). These relations were characterised by a dynamic, unpredictable and changing nature, being imperialism only one and not the exclusive way to define them. The book explores how Britons and Chileans perceived each other from the perspective of cultural history, considering the consequences of these ‘cultural encounters’ for the subsequent nation–state building process in Chile. From 1806 to 1831 both British and Chilean ‘state’ and ‘non–state’ actors interacted across several different ‘contact zones’, and thereby configured this relationship in multiple ways. Although the extensive presence of ‘non–state’ actors (missionaries, seamen, educators and merchants) was a manifestation of the ‘expansion’ of British interests to Chile, they were not necessarily an expression of any British imperial policy. There were multiple attitudes, perceptions, representations and discourses by Chileans on the role played by Britain in the world, which changed depending on the circumstances. Likewise, for Britons, Chile was represented in multiple ways, being the image of Chile as a pathway to other markets and destinations the most remarkable. All these had repercussions in the early nation–building process in Chile.
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Alan P., Ph.D. Agins. Parent & Educators' Drug Reference: A Guide to Common Medical Conditions & Drugs Used in School-Aged Childern. Paul H. Brookes Publishing Company, 1999.
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Luis, Oyarzún, Apablaza Viterbo, Croxatto Héctor, and Corporación de Promoción Universitaria, eds. Juan Gómez Millas (1900-1987): El legado de un humanista. Santiago de Chile: Corporácion de Promoción Universitaria, 1988.
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Felmer, Patricio Luis. Primary Mathematics Standards for Pre-Service Teachers in Chile: A Resource Book for Teachers and Educators. World Scientific Publishing Co Pte Ltd, 2014.
Find full textBook chapters on the topic "Chilean Educators"
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Barahona, Malba, and Ricardo Benítez. "Empowering Chilean Student-Teachers to Become Highly Capable English Language Educators." In Content Knowledge in English Language Teacher Education. Bloomsbury Academic, 2020. http://dx.doi.org/10.5040/9781350084650.0018.
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Woodrow, Christine, and Kerry Staples. "Relational Approaches to Supporting Transitions into School: Families and Early Childhood Educators Working Together in Regional Chile." In Supporting Difficult Transitions. Bloomsbury Academic, 2019. http://dx.doi.org/10.5040/9781350052796.0013.
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Bascope, Martin, Kristina Reiss, Josefina Cortés, and Pablo Gutierrez. "Implementation of Culturally Relevant Science-Based Projects in Preschools and Primary Schools." In Handbook of Research on Environmental Education Strategies for Addressing Climate Change and Sustainability, 22–38. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7512-3.ch002.
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This chapter develops a conceptual and operational framework on education for sustainability based on a teacher training program located in the south of Chile. Nurtured by the experience collected by the programs' participation in different international networks, it put emphasis on the idea of the importance of combining local knowledge and an integrated science approach to foster action for climate and sustainability from an early stage. After presenting the conceptual and empirical framework, the chapter describes the implementation of culturally-relevant research projects based on the experience of eight schools. It concludes by proposing an operational model and declaring the main constraints and opportunities of project-based-learning for sustainability and climate action. The authors present some recommendations to combine local and scientific knowledge for teacher practice and educational policy, considering the importance of having a critical look at our daily practices as educators given the global socio-ecological crisis.
Conference papers on the topic "Chilean Educators"
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Hinostroza Paredes, Yenny. "CHILEAN TEACHER EDUCATORS IN INITIAL TEACHER EDUCATION POLICY: A QUALITATIVE CONTENT ANALYSIS." In 8th Teaching & Education Conference, Vienna. International Institute of Social and Economic Sciences, 2019. http://dx.doi.org/10.20472/tec.2019.008.009.
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Gowdy, Paula Antoinette, Jaime Pizarro Aura, and Danisa Thamara Salinas. "How it started/ how it’s going’: Aligning Teacher Educators’ designs, approaches and identities in our new online reality." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13158.
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E-learning scholars have long predicted the conversion of conventional education to online learning spaces. That conversion has now happened. Regardless of what occurs in a post-pandemic era, teaching and learning will never be the same. Where does that leave teacher educators (TEs) who grapple with how to best prepare future teachers for the new era? The aim of our research was to determine the impact of supporting a small group of Chilean TEs in re-designing their online instructional approaches by aligning them with contemporary learning theories and goals. In the Chilean context, prior to the pandemic, e-learning was still on the periphery, and transitions from teacher-directed approaches had only just begun. In this 10-month qualitative inquiry, we focused on the TEs experiences online as they adopted sociocultural-based, 21st century instructional designs, and implemented strategies intended to promote agency and engagement in their students. The TEs long-held teacher-centric identities and approaches sometimes interfered in this trajectory. Yet, their heightened critical awareness of the ineffectiveness of traditional teaching paradigms in online settings combined with their grounded efforts and perseverance, resulted in positive evidence of ‘real’change to their designs, practices and identities – changes many have been seeking in educational systems for some time.