Publication: El aprendizaje del estudiante : una brújula para el liderazgo pedagógico y el desarrollo profesional docente
Authors
Villagra Bravo, Carolina ; Aravena Kenigs, Omar
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Publisher
Universidad de Zaragoza, Asociación Universitaria de Formación del Profesorado (AUFOP)
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DOI
https://doi.org/10.47553/rifop.v100i39.1.102512
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info:eu-repo/semantics/article
Description
Abstract
El objetivo del estudio es describir prácticas de liderazgo pedagógico que fomentan el aprendizaje profesional docente desde una perspectiva de formación situada en la escuela y analizar la opinión del profesorado sobre dichas prácticas. Es un estudio de caso de metodología cualitativa y alcance descriptivo que se aborda desde el enfoque de la teoría fundamentada construccionista. Participaron diez docentes de aula y dos directivos de un centro escolar de Chile. Se aplicaron entrevistas y grupos de discusión para definir colectivamente las prácticas de liderazgo e indagar en la opinión de los docentes. Los resultados dan cuenta de cinco prácticas de liderazgo pedagógico, reconocidas por el profesorado por su influencia en el aprendizaje profesional situado en la escuela. Se destaca un liderazgo que ejerce su influencia desde la preparación de la enseñanza, a través de la retroalimentación permanente de los diseños de clases, proceso que estimula la indagación colaborativa y permanente, propiciando la construcción de una cultura profesional de aprendizaje al interior de la escuela. Se concluye sobre la relevancia de un liderazgo pedagógico que se despliegue desde las necesidades formativas de los estudiantes como brújula que oriente y de sentido al desarrollo profesional docente.
The aim of the study is to describe pedagogical leadership practices that promote professional teacher learning from a school-based training perspective and to analyze teachers' views on such practices. This is a case study with a qualitative methodology and a descriptive scope carried out with a constructionist grounded theory approach. The participants were ten classroom teachers and two school directors in Chile. We applied interviews and discussion groups to collectively define leadership practices and inquire into teachers' opinions. The results show five pedagogical leadership practices that the teachers recognize because of their influence on professional learning at school. There is a type of leadership that exerts its influence from the preparation of teaching, through the permanent feedback of class designs, and this is a process that encourages a collaborative and permanent inquiry, fostering the construction of a professional learning culture within the school. We conclude on the relevance of a pedagogical leadership that is deployed according to the learning needs of the students as a compass that guides the professional development of teachers and gives meaning to it.
The aim of the study is to describe pedagogical leadership practices that promote professional teacher learning from a school-based training perspective and to analyze teachers' views on such practices. This is a case study with a qualitative methodology and a descriptive scope carried out with a constructionist grounded theory approach. The participants were ten classroom teachers and two school directors in Chile. We applied interviews and discussion groups to collectively define leadership practices and inquire into teachers' opinions. The results show five pedagogical leadership practices that the teachers recognize because of their influence on professional learning at school. There is a type of leadership that exerts its influence from the preparation of teaching, through the permanent feedback of class designs, and this is a process that encourages a collaborative and permanent inquiry, fostering the construction of a professional learning culture within the school. We conclude on the relevance of a pedagogical leadership that is deployed according to the learning needs of the students as a compass that guides the professional development of teachers and gives meaning to it.
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