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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.
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Gomez-Nocetti, Viviana De Lourdes. "¿Qué creencias sostienen estudiantes de pedagogía, profesorado en servicio y personal académico formador de docentes, en Chile, sobre la pobreza?" Revista Electrónica Educare 21, no. 1 (December 6, 2016): 1. http://dx.doi.org/10.15359/ree.21-1.17.
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The systematic failure of low socioeconomic levelchildren at school is a shared concern. What is the role of teachers and other involved individuals’ beliefs in maintaining this failure? This research answers the question: Are there differences in the beliefs between student teachers, in-service teachers, and Chilean teacher educators about the teaching and learning of literacy, and early math in the context of poverty? A questionnaire with two open questions and two Likert scales were applied to 265 student teachers, 66 in-service teachers and 25 teacher educators. With qualitative data, some descriptions were organized as “visions”; and with quantitative data, conglomerates and ANOVA were analyzed, based on Z scores. The results show: 1) negative view on school, children, and vulnerable families, 2) good teacher vision centered in affective-motivational features, 3) negative view on the family context shared to the whole sample, 4) over 70% had an intermediate vision on literacy beliefs and 50% on initial mathematics beliefs, 6) complex vision was the less present, 7) in-service teachers had the most stereotypical views regarding vulnerable schools, 8) only between 10% and 30% of teacher educators had complex beliefs. These results inform teacher education institutions about the beliefs and actors to whom their strategies for change should target.
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San Martin, Constanza, Chenda Ramirez, Rubén Calvo, Yolanda Muñoz-Martínez, and Umesh Sharma. "Chilean Teachers’ Attitudes towards Inclusive Education, Intention, and Self-Efficacy to Implement Inclusive Practices." Sustainability 13, no. 4 (February 20, 2021): 2300. http://dx.doi.org/10.3390/su13042300.
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Teachers play an important role in the success of inclusive practices for diverse learners in regular classrooms. It is, therefore, important to examine their beliefs and preparation to teach in inclusive classrooms. The main purpose of this study was to analyze the attitude of active Chilean teachers (n = 569) towards inclusion, their self-efficacy regarding inclusive practices, and their intention to teach in inclusive classrooms. Our secondary objectives were to explore the relationship between their attitudes and self-efficacy and to determine the influence of demographic and professional variables on these two constructs. A positive and significant relationship between teachers’ attitude and self-efficacy was found. Teacher qualification was not significantly related to attitudes towards inclusion but was negatively associated with their self-efficacy beliefs concerning inclusive practices. Secondary education teachers reported lower teaching efficacy beliefs for inclusion than pre-school, primary, and special education teachers. The type of school emerged as a significant predictor of teachers’ attitude and self-efficacy beliefs. The implications of this research and need for additional teacher and in-service training to improve educators’ attitudes and self-efficacy are discussed.
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Rodriguez, Carlos, and Christian Felzensztein. "New world wines in the UK market: re-thinking the right strategies for 2020." Emerald Emerging Markets Case Studies 3, no. 4 (October 10, 2013): 1–10. http://dx.doi.org/10.1108/eemcs-05-2013-0056.
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Title – New World wines in the UK market: re-thinking the right strategies for 2020. Subject area – International marketing, international strategy, strategic decision making, consumer behaviour, brand strategy. Study level/applicability – This case study is intended for MBA and Masters courses, specially in MSc Marketing, MSc Strategy and International Business. Case overview – The case presents new comparative data of a decade consumer research of imported wines conducted in the UK in the years 2002 and 2012. The task of the students is to understand consumer ' s changes, new preferences and new trends in this industry and to implement the new international marketing strategy for the Chilean wine industry in the UK market. Expected learning outcomes – The students should be able to identify the key issue of this case study, which is related to how Chilean wines can compete better in the international market place, facing strong competition from both Old and New World wine producers. It is also important to understand the comparative data from 2002 versus 2012, the changes in consumers ' preferences and new trends of this industry. How to implement the marketing strategy in a highly competitive environment is a key task for the students. Supplementary materials – Teaching notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes.
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Marolla Gajardo, Jesús, Jordi Castellví Mata, and Rodrigo Mendonça dos Santos. "Chilean Teacher Educators’ Conceptions on the Absence of Women and Their History in Teacher Training Programmes. A Collective Case Study." Social Sciences 10, no. 3 (March 19, 2021): 106. http://dx.doi.org/10.3390/socsci10030106.
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Schools must assume a clear position that considers gender perspectives and studies in their programmes’ construction as well as in discourses and practices produced and reproduced in the school context. Social sciences education is a key area that enables the creation of tools to reflect and foster social justice practices in face of violence against women. In this article, we focus on some reflections of social sciences education professors in Chile. Specifically, we discuss the limitations they face to include women and women issues in their classes. The methodology utilised is Collective Case Studies. The methodology used has a socio-constructivist approach and critical theory perspective, seeking to understand the structures of meaning around the invisibility of women and their history. Among the results, the willingness of professors to include and transform their practices towards perspectives that promote inclusion and social justice stands out. However, they have different limitations, such as excessive workload, the tradition already present in teacher education programmes, and the rigidity of the hegemonic and patriarchal structures.
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Baeza, Angela Rossana. "Exploring the lived experience of one Rural Teacher in Indigenous context in Chilean Northern Territory: A narrative inquiry." International Journal of Critical Indigenous Studies 12, no. 1 (March 25, 2019): 29–45. http://dx.doi.org/10.5204/ijcis.v11i1.1100.
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The high rates of teachers’ attrition in Chile, particularly in Indigenous schools, requires an understanding of how the experiences of teachers working in these contexts impact on their professional practice. Through the teachers’ lens, using a narrative inquiry design, this study seeks to understand how educators face the challenges of teaching in rural and Indigenous settings. Findings of this study show Chilean teachers’ lack of knowledge about Indigenous culture and tradition. Teachers do not know about Indigenous students' characteristics and this is affecting teaching. Also was found that some elements are causing teachers’ exhaustion in rural and Indigenous context. These are teachers’ wrongs expectations about rural lifeways, extreme living conditions, emotional and geographic isolation and the lack of professional recognition.
The finding of this study may contribute to future research and education stakeholders and universities that are in the process of finding improvements to teaching practices and teachers’ education programs.
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Perines, Haylen. "Educational Research Training in Teacher Training Programs: The Views of Future Teachers." International Education Studies 14, no. 1 (December 26, 2020): 76. http://dx.doi.org/10.5539/ies.v14n1p76.
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The objectives of this study were to explore teacher student’s views on the research training they receive and know their suggestions for improving it. This was a qualitative study conducted on students in the teacher training programs of a Chilean public university who were distributed into nine focus groups. The findings showed that the students have a rather critical view about the training they receive, particularly due to the lack of continuity of research-related courses and their limited participation in research activities. Regarding how to improve their training, the students suggest providing one research-related course each year, having researchers as teachers, and giving greater visibility to the educational research produced within their university. The study concludes that it is important to promote participation in educational research and that university teacher educators and the entire university community must adopt a broad-ranging view on this subject.
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Villalobos Araya, Rodrigo. "Late!: 100% social." Emerald Emerging Markets Case Studies 10, no. 1 (April 30, 2020): 1–32. http://dx.doi.org/10.1108/eemcs-05-2019-0109.
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Learning outcomes The learning outcomes are designing an empresarial strategy and considering different business strategies and environment variables. Case overview/synopsis On November of 2015, Eduardo Castillo, General Manager of Late! (B Corporation) programed a directory reunion in which he had to pose a proposal of strategic expansion and growth for the company for future years. A fine of October 2015 publicly revealed the collusion of the two large conglomerates of tissue paper in the Chilean market, with this situation Eduardo took advantage of the discomfort of the consumers and looked alternative brands, he evaluates the launching of a new product: toilet paper Late!. Eduardo had to present at the board meeting the backgrounds to decide the expansion and the strategic growth of the company, taking advantage of the collusion case of the toilet paper or continue their successful project of bottled water. Complexity academic level This case focuses primarily on the processes of social enterprise for undergraduate or graduate courses in social entrepreneurship, business model innovation, sustainability, strategic management, emerging markets and business in Chile. Also, this case is also ideal to teach the “business model canvas” and “B Corp.” Supplementary materials Teaching Notes are available for educators only. Subject code CSS 11: Entrepreneurship.
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Galasso, Flavio, and Pablo Farías. "CASEN survey: statistical and methodological misleads in key public policy in Chile." Emerald Emerging Markets Case Studies 4, no. 7 (November 26, 2014): 1–6. http://dx.doi.org/10.1108/eemcs-03-2013-0023.
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Subject area Discussing statistical error and research design problems and the organizational implications of delivering “good news” at all cost. Study level/applicability This case can be used on basic courses of Public Policy, Marketing Research and Quantitative Methods. Case overview MIDEPLAN on July 2012 showed the results of the CASEN (Caracterización Socio-Económica or Socio-Economical Characterization) survey of 2011. The results showed that poverty was lowered by 0.6 per cent and was greatly highlighted by the media. Opposition coalition and academics started to ask questions about statistical error, which was not yet known. It was revealed that the government asked Comisión Económica para América Latina y el Caribe (CEPAL), a public organization dependent on the United Nations (UN) that was helping Chile to manage the CASEN survey, to review the results and incorporate a variable “y11,” but academics questioned it due to comparability reasons. The statistical error was revealed and it was 0.8 per cent. On October 2012, CEPAL decided to stop helping Chilean institutions. Expected learning outcomes The key analysis and conclusions which should arise as a result of teaching this case are: The relevance of the statistical error as a key component of research to evaluate data; the importance of fully implementing research design and accuracy of every step to reach valid results; analyze and discuss organizational implications of delivering “good news” at all cost. Supplementary materials Teaching Notes are available for educators only. Please contact your library to gain login details or email pfarias@unegocios.cl to request teaching notes.
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E. Halabí, Claudia, and Robert N. Lussier. "A model for predicting small firm performance." Journal of Small Business and Enterprise Development 21, no. 1 (February 11, 2014): 4–25. http://dx.doi.org/10.1108/jsbed-10-2013-0141.
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Purpose – This study aims to develop an ordered probit model to explain and predict small business relative performance in Chile, South America. Design/methodology/approach – The design is survey research. The sample includes 403 small businesses classified as 158 failed firms, 101 mediocre firms and 144 successful firms within all economic sectors. The model variables are: internet, starting with adequate working capital, managing good financial and accounting records, planning, owner formal education, professional advice, having partners, parents owning a business, and marketing efforts. Findings – The eight-variable model, tested with ordered probit, is a significant predictor of the level of performance at the 0.000 level. Also, six of the eight variables are significant predictors at the 0.05 level: internet, starting with adequate working capital, managing good financial and accounting records, owner, professional advice, having partners, parents owning a business, and marketing efforts. Two of the variables – i.e. planning and formal education – were not significant. ANOVA test of differences were run for each of the eight variables based on the level of performance were also run and results reported. Practical implications – The model does in fact predict relative performance, so the model can be used to improve the probability of success. Thus, an entrepreneur can use the model to gain a better understanding of which resources are needed to increase the probability of success, and those who advise entrepreneurs can help them use the model. Investors and creditors can use the model to better assess a firm's potential for success. There is an extensive public policy implications discussion regarding how to use the model to assist entrepreneurial ventures so that society can benefit in direct and indirect ways via the allocation of limited resources toward higher potential businesses. Entrepreneurs and small business educators can use the model's variables to influence future business leaders, public policy makers, and their practices. Originality/value – This study improves the Lussier 15 variable success versus failure prediction model by adding the use of the internet and taking out highly correlated variables. While Lussier and others ran logistic regression with only two levels of performance, this study uses the more robust ordered probit model with three levels of performance. It presents public policy with implications for Chilean institutions to promote entrepreneurship. Finally, it contributes to the literature because, to date, no empirical success versus failure studies have been found that were conducted in Chile or any small, open economies in Latin America
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Muñoz, Estela Socías. "Rol desempeñado por el Dr. Jaime Caiceo Escudero en la creación y gestación inicial del DUOC." Cadernos de História da Educação 17, no. 1 (May 16, 2018): 153. http://dx.doi.org/10.14393/che-v17n1-2018-10.
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Producto de la Reforma Universitaria iniciada en la Pontificia Universidad Católica de Chile en 1967, al año siguiente un grupo de estudiantes fundó el Departamento Universitario Obrero Campesino -DUOC- con el objeto de establecer un nexo entre la universidad y los obreros y campesinos chilenos; a ellos se les abría las puertas de la “torre de marfil” que era la entidad universitaria a fin de capacitarlos para el mundo laboral. Fue un importante aporte a la educación popular. En la creación y consolidación de esta institución le cupo una importante labor al profesor Jaime Caiceo Escudero. En este artículo se persigue reconstituir su vida y su formación y, especialmente, dar a conocer su participación activa en la gestación y organización de tan importante institución dedicada a la educación popular desde hace cerca de 50 años.Palabras claves: Reforma Universitaria. Educación Popular. Capacitación Laboral. DUOC. Biografía educador chileno. AbstractProduct of the University reform initiated in the Pontifical Catholic University of Chile in 1967, the year following a group of students founded the University Department Worker Peasant -DUOC- in order to establish a link between the University and the workers and Chilean peasants; opened to them the doors of the "ivory tower" which was the University entity in order to train them for the world of work. It was an important contribution to popular education. In the creation and consolidation of this institution an important work fit to Professor Jaime Caiceo Escudero. This article is intended to rebuild his life and his training and, especially, to publicize its participation active in gestation and organization of this important institution dedicated to popular education for nearly 50 years.Keywords: University reform. Popular education. Job training. DUOC. Chilean educator biography.ResumoProduto da Reforma Universitaria iniciada na Pontifícia Universidade Católica do Chile, em 1967, no ano seguinte um grupo de estudantes fundou o Departamento Universitário Operario Camponês – DUOC -, com o objetivo de establecer um nexo entre a universidade e os operarios e camponeses chilenos; para eles abriam-se as portas da “torre de marfim” que era a universidade, com a finalidade de capacitá-los para o mundo do trabalho. Foi um importante aporte para a educação popular. Na criação e na consolidação desta instituição desempenhou papel importante o professor Jaime Caiceo Escudero. Neste artigo objetiva-se reconstituir sua vida e sua formação, especialmente, dar a conhecer sua participacão ativa na construção e na organização de tão importante instituição dedicada à educação popular há 50 anos.Palabras claves: Reforma Universitária. Educação Popular. Capacitação Laboral. DUOC. Biografia educador chileno.
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Green, Romina. "‘Useful citizens for the working nation:’ Mapuche Children, Catholic Mission Schools, and Methods of Assimilation in Rural Araucanía, Chile (1896-1915)." Historia Agraria de América Latina 1, no. 01 (April 22, 2020): 114–36. http://dx.doi.org/10.53077/haal.v1i01.18.
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In the aftermath of the 1883 Chilean military defeat of Mapuche forces, government officials did not prepare a socioeconomic plan to incorporate the native population into the nation. The Bavarian-run Capuchin Mission Schools emerged as an unofficial state assimilationist program, leaving a lasting legacy as the prime educator of the first generation of native children under Chilean rule. This article examines the vocational courses developed by the Bavarian-run Capuchin native mission schools between 1896 and 1915. It demonstrates how the Catholic mission schools’ curriculum aimed to Westernize indigenous students, transforming them into useful citizens by teaching them vocations that would fit their class and racial standing as rural and indigenous youths to benefit the region’s agrarian economy. By identifying the Mapuche’s placement in the emerging labor regimes, scholars can better understand the racialization of agrarian society in the Araucanía during these years of economic transition.
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Bellei, Cristián, Victor Orellana, and Manuel Canales. "Elección de escuela en la clase alta chilena. Comunidad, identidad y cierre social." education policy analysis archives 28 (January 13, 2020): 5. http://dx.doi.org/10.14507/epaa.28.3884.
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This article presents the results of a study about the reasons, motives and meanings associated with school choice among Chilean upper-class families. School choice has become a relevant issue in educational policy debates about marketization and privatization because it is linked to social segregation dynamics. The Chilean upper social class is an appropriate social space to study these issues since this group educates their children in a hyper-segregated set of very expensive private schools. The study followed a qualitative approach, conducting semi-structured interviews and focus groups in a prototypical zone of the upper social class in Santiago, Chile. Our main findings show the enormous relevance of communitarian, social and cultural concerns when choosing schools, seeking an identification between family and school community based on shared worldviews and social relationships. If we consider this social space as an educational market with prices, competition and school choice, this would be a market heavily embedded in a dense social world that support it and ultimately subordinate it. We also found some diversity within the upper social class, which is currently stressed by some processes of socio-cultural diversification.
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Felzensztein, Christian. "La industria chilena del vino: nuevas estrategias internacionales Para 2020." Emerald Emerging Markets Case Studies 9, no. 3 (November 29, 2019): 1–18. http://dx.doi.org/10.1108/eemcs-09-2019-0247.
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Learning outcomes Los estudiantes deben poder realizar un claro análisis competitivo con la información provista en el caso. Los estudiantes también deben desarrollar mapas de posicionamiento, análisis SWOT (debilidades, amenazas, fortalezas y oportunidades), visión, misión, análisis comparativo, segmentación, estrategias de focalización y posicionamiento para mercados internacionales. Los temas de efecto país de origen e imagen de país son relevantes también para el análisis y posicionamiento de los vinos chilenos en mercados internacionales. Case overview/synopsis La industria Chilena del vino ha atravesado numerosas y profundas transformaciones en los últimos treinta años. Estas transformaciones han permitido que una nueva generación de talentosos viticultores y vinicultores capitalicen el paraíso vitivinícola de Chile y produzcan vinos de clase mundial. Chile exporta el 70% de su producción vinícola, lo que la convierte en la industria vinícola más globalizada del mundo. A pesar de este éxito innegable, los vinos chilenos enfrentan altos niveles de competencia en los diferentes mercados globales, y sus precios promedio son sustancialmente menores que los de sus competidores. Por consiguiente, los niveles actuales de rentabilidad de la industria son bajos, y existe una urgente necesidad de elevar el posicionamiento premium y los precios promedio para lograr un retorno sostenible en el largo plazo. La industria chilena del vino está preparando un nuevo plan estratégico y una estrategia internacional de mercadeo para 2020, con lineamientos para un vigoroso camino de desarrollo internacional que defina la visión, misión, posicionamiento, objetivos estratégicos, oportunidades y planes de acción de la industria con una nueva perspectiva estratégica de mercadeo. El objetivo de este caso es desarrollar este nuevo plan estratégico y estrategia internacional de mercadeo para la industria vinícola de Chile. Complexity academic level MBA y maestría (negocios internacionales, mercadeo, mercadeo internacional). Supplementary materials Teaching Notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes. Subject code CSS 11: Strategy.
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Flores-Lueg, Carolina, Carmen Mena-Bastías, Patricia Arteaga-González, Lucía Navarrete-Troncoso, and Ana Gajardo-Rodríguez. "NIVEL DE DESEMPEÑO AUTOPERCIBIDO POR FUTURAS EDUCADORAS DE PÁRVULOS SOBRE EL USO PEDAGÓGICO DE TIC- Level of self-perceived performance by future nursery educators on the pedagogical use of ITC." Panorama 12, no. 22 (September 19, 2018): 18–30. http://dx.doi.org/10.15765/pnrm.v12i22.1070.
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En este trabajo se presentan los resultados preliminares de un estudio llevado a cabo en una institución de educación superior chilena, cuyo propósito estuvo orientado a establecer la autovaloración que poseen las estudiantes de 2º y 3º año de la carrera de Pedagogía en Educación Parvularia sobre el nivel de logro de su competencia digital, desde una dimensión pedagógica del uso de TIC. La metodología utilizada fue cuantitativa, con un diseño descriptivo. Participaron un total de 69 estudiantes de segundo y tercer año de formación, a quienes se les aplicó la Escala de autoevaluación de competencias digitales para estudiantes de Pedagogía, en su dimensión pedagógica. Los resultados evidencian que las estudiantes en general poseen una buena valoración sobre su desempeño en el uso pedagógico de TIC, salvo en lo que respecta a la práctica evaluativa apoyada por TIC, pero dicha valoración se enmarca dentro de un modelo tradicional de enseñanza.
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Yusuf, M. Jamil. "METODE IQRA’: KAJIAN INOVASI PEMBELAJARAN AL-QUR’AN." JURNAL EDUKASI: Jurnal Bimbingan Konseling 3, no. 2 (July 3, 2017): 209. http://dx.doi.org/10.22373/je.v3i2.3097.
Full textAbstract:
The obligation of teaching and educating teenagers to be able to read al-Qur`an well and correctly, it actually encompasses the obligation to find out the correct and effective teaching method. The discovery of iqra` method is a real work of As’ad Humam seen as an effective innovative learning method and sifnificant strive to reduce the number of the blind of reading-writing al-Quran among childern aged 4-6 years and teenagers generally. The use of the rooted Qaidah Baghdadiyah method amidst moslems seen less effective, student`s motivation was low, and the aplication did not develope instutionally. In the same time, anxiousness among Muslims toward blind of reading and writing al-Quran is increasing and unsettling. The discovery of an innovative al-Qur`an learning method could answer the problem of blind of reading-writing al-Quran in real. The innovasion of iqra` method from process aspect is student center learning process, coaching teacher`s profesionalism, and fun and practical learning approach. From the institional development aspect, TPA/TPQ is approved as instituition that organize non-formal Islamic education for learning of reading al-Quran from an early age. Besides, the existence of TPA/TPQ become stronger with the issued Goverment`s Act number 55 year 2007 about Religious Education, the content of the act stated that educaton of al-quran that consits of TKA/TKQ, TPA/TPQ, Ta`limul Quran lil Aulda (TQA), and any other of the same form. This shows that the strive to eradicate â€the blind of reading-writing al-Quran†in Indonesia has had a strong base legalization. While the support factors to speed up the innovasion are the informed clarity ideas, have regional support and have good institutional managerial skills.
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Кючуков, Хрісто. "“Parno Sar Papin – White as a Swan”, Or How Metaphors Help Roma Children to Acquire Grammatical Categories in Romani." East European Journal of Psycholinguistics 4, no. 1 (June 27, 2017): 100–113. http://dx.doi.org/10.29038/eejpl.2017.4.1.kyu.
Full textAbstract:
The paper presents the process of language socialization and acquisition of grammatical categories through the Roma oral culture in which metaphors are extensively used. Roma children who grow up in extended Roma families and community learn the language through communication with speakers of different registers. Research with 22 Roma children between three and six years of age from Croatia was carried in order to find out what grammatical categories are learned in this period of the life of children. The children were tested with a specially designed language assessment test in Romani (Kyuchukov & de Villiers, 2014b). The results show that Roma boys perform the test much better than Roma girls. Boys learn Romani from folkloristic genres which are rich in metaphors and this helps them to acquire complex grammatical categories.
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POTOCNJAK-OXMAN, Camilo, Anton KRIZ, and Christopher NAILER. "Forming Opportunities through Design Thinking." Conference Proceedings of the Academy for Design Innovation Management 2, no. 1 (November 4, 2019). http://dx.doi.org/10.33114/adim.2019.01.404.
Full textAbstract:
An interesting development in the entrepreneurial economy is the rise in both number and diversity of roles played by designers. Be it as consultants, contractors, educators, founders or funding decision-makers, design skills seem to be increasingly attractive to entrepreneurial teams, accelerator programs and venture capital. This exploratory study asks whether the practices, cognitive processes and mindsets prevalent in a formal design education help in the formation of entrepreneurial opportunities. Using a visual narrative approach, it compares the processes through which entrepreneurial opportunities were formed by 14 Chilean founders from design and non-design backgrounds, with the purpose of identifying how design thinking contributes to, hinders, or fails to support those processes. Findings suggest that collaborative work styles, thinking by doing and reflective reframing have the greatest positive impacts on opportunity formation, regardless of the disciplinary background of founders. Design thinking does not seem to provide a clear understanding of value creation and resource leveraging. The study finds parallels between design thinking and opportunity formation that can be drawn upon to improve development of entrepreneurial competencies among designers.
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Denegri Coria, Marianela, Constanza García Jara, Nicolle González Rivera, and Jocelyne Sepúlveda Aravena. "¿Educadores o consumidores? Discrepancia del yo, consumo y valores materiales en estudiantes chilenos de pedagogía / Educators or consumers? Self-discrepancy, consumption and materialism in chilean pedagogy students." Actualidades Investigativas en Educación 14, no. 2 (May 31, 2014). http://dx.doi.org/10.15517/aie.v14i2.14808.
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