Collaboratively Navigating a Competitive System: A Systematic Literature Review of Teachers' Evidence Use in Chile

Abstract

This chapter describes the Chilean market-oriented educational system, which has a marked individualist culture while simultaneously introducing policies and strategies to encourage collaboration among teachers to use research evidence to improve their practices. Using Hood's (1998) cohesion/regulation matrix, we argue that two system approaches are in place in Chile. First, a fatalist way where cooperation among peers is mandated solely to meet rule-bound approaches to regulate schools' and teachers' practice. Second, an egalitarian way promoted by a political discourse that has highlighted the importance and value of collaboration and support among peers to promote effective teaching practice. In this chapter, we inquire how teachers navigate this complex scenario to use evidence to inform their practice by conducting a systematic literature review of studies about Chilean teachers' use of evidence for their teaching practice. The systematic review addressed the following research questions: What is the nature of the literature on the use of evidence for teaching practice among Chilean teachers? What type of evidence is used by Chilean teachers to support their teaching practice? And, to what extent do Chilean teachers engage with peers while using evidence for their teaching practice? Findings show that research on the use of evidence for teaching practice in Chile is still scarce and quite recent, and that teachers face significant challenges to collaborate in a context that systemically rewards competition.

Citation

Pino-Yancovic, M. and González, Á. (2022), "Collaboratively Navigating a Competitive System: A Systematic Literature Review of Teachers' Evidence Use in Chile", Brown, C. and Malin, J.R. (Ed.) The Emerald Handbook of Evidence-Informed Practice in Education, Emerald Publishing Limited, Leeds, pp. 139-151. https://doi.org/10.1108/978-1-80043-141-620221020