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Book part
Publication date: 26 September 2022

Mauricio Pino-Yancovic, Álvaro González and Romina Madrid Miranda

Evidence suggests that networking can be beneficial to enhance learning in challenging contexts, when there is a shared purpose, trustful relationships, and the…

Abstract

Evidence suggests that networking can be beneficial to enhance learning in challenging contexts, when there is a shared purpose, trustful relationships, and the development of meaningful collaborative practices. In Chile, the adoption of collaborative network practices has faced some challenges due to the long history of neoliberal policies characterised by hierarchical and market governance that promotes competition over collaboration among schools. Using Hood’s (1998) cohesion/regulation matrix, the Chilean education system can be characterized as fatalist, where cooperation among peers is mandated solely to meet external requirements to regulate schools’ and practitioners’ practice. However, in recent years, collaborative projects have been implemented that are framed and supported in an egalitarian culture, highlighting the importance and value of collaboration and support among peers to develop effective teaching practice. By analysing three experiences of networking in Chile, we identify two barriers for networking, distrust and isolation, and analyze the ways in which these networks attempted to overcome them to sustain effective collaboration. The first experience describes the implementation of the collaborative inquiry networks (CIN) methodology. This programme was designed to facilitate the development of networked leadership capacities of principals and curriculum coordinators to support teachers’ practices during COVID-19 in one municipality (Pino-Yancovic & Ahumada, 2020). In the second, we report on a group of principals who developed focussed interventions in their network of urban primary public schools to enhance the exchange of knowledge and practices among network participants. The third centres on the development of a model to enhance teacher leadership and professional learning in Initial Teacher Education through collaboration in a university–school partnership. Finally, we present some lessons to be considered in similar social and policy environments to successfully introduce a collaborative networked approach.

Details

School-to-School Collaboration: Learning Across International Contexts
Type: Book
ISBN: 978-1-80043-669-5

Keywords

Article
Publication date: 11 October 2022

Mauricio Pino-Yancovic, Luis Ahumada, Josefina DeFerrari, Fernanda Correa and Juan Pablo Valenzuela

This research paper explores the value of collaborative inquiry networks of headteachers and curriculum coordinators to cope with 2020's coronavirus pandemic in Chile…

Abstract

Purpose

This research paper explores the value of collaborative inquiry networks of headteachers and curriculum coordinators to cope with 2020's coronavirus pandemic in Chile. Specifically, the authors describe the main challenges that networks identify in their contexts, the collaborative practices performed by different schools to address these challenges, and the influence of the networks on the innovative responses of teachers in their own schools.

Design/methodology/approach

This is a mixed-method study from a complementary stance using different methods and data of a project implemented with a total of 54 headteachers and curriculum coordinators. The data sources were participants' individual reports, the network teams' reports of their collaborative inquiry projects, and a short open-ended questionnaire responded by teachers that did not participate directly in the networks but benefited from their work. The data were analyzed using content analysis, categories were created to organize and describe the main findings.

Findings

Participants of the networks reported that their active participation in the collaborative inquiry allows them to share knowledge among different schools and has helped them to support innovative practices in their own schools. Specifically, they have reported that collaborating has permitted them to maintain a pedagogical focus, foster distributed leadership within the school communities, provide them with greater autonomy, and develop skills to favor the emotional containment of their teams. Inquiry teams perform diverse collective practices; they designed and applied virtual surveys, planned and implemented virtual workshops with teachers, and generated meaningful reflection about formative assessment and pedagogical practices.

Originality/value

This work offers insights into how the Chilean school system has responded to COVID-19 challenges and shows how despite the negative aspects of the pandemic, it has become an opportunity to recognize and enhance teachers' professional development through the collaboration among different schools. Most headteachers and curriculum coordinators reported that an active collaborative inquiry changed how they used to think about their leadership and strengthened the value of professional relationships to address extremely difficult challenges as a result of the pandemic. These lessons can be taken for the future, to rethink and rebuild educational systems.

Details

Journal of Professional Capital and Community, vol. 7 no. 4
Type: Research Article
ISSN: 2056-9548

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Article
Publication date: 17 December 2019

Mauricio Pino-Yancovic, Constanza Gonzalez Parrao, Luis Ahumada and Alvaro Gonzalez

Chile has developed the school improvement networks (SINs) strategy to support the work of school leaders. The purpose of this paper is to analyze the functioning and…

Abstract

Purpose

Chile has developed the school improvement networks (SINs) strategy to support the work of school leaders. The purpose of this paper is to analyze the functioning and effect of the SINs strategy as perceived by principals and curriculum coordinators across the country.

Design/methodology/approach

An adapted version of the Educational Collaborative Network Questionnaire was applied to a sample of 1,723 participants from 1,375 schools distributed in 398 networks. Descriptive, factor and sub-group statistical analyses by school performance categories and by different roles within these schools and networks are presented.

Findings

Results indicate that school leaders perceive SINs as an opportunity to work effectively in shared projects that can later be implemented in their own schools. Participants indicate that they can share knowledge in their networks and use it to solve problems in their own schools, which is especially relevant for secondary school leaders who work in difficult circumstances. Results suggest that it is important to facilitate greater autonomy for school leaders in their networks, especially regarding decision making about network goals and activities that are more significant to their contexts.

Originality/value

This is a national study of a recent school improvement strategy, which provides evidence, from the perspective of school leaders, of its strengths and improvement areas. This study shows that despite being in a competitive context, principals and curriculum coordinators value the opportunities to learn from and with others. These results can be of value for other contexts attempting to promote school networks as a means for school and system improvement.

Details

Journal of Educational Administration, vol. 58 no. 2
Type: Research Article
ISSN: 0957-8234

Keywords

Book part
Publication date: 31 January 2022

Mauricio Pino-Yancovic and Álvaro González

This chapter describes the Chilean market-oriented educational system, which has a marked individualist culture while simultaneously introducing policies and strategies to…

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.

Details

The Emerald Handbook of Evidence-Informed Practice in Education
Type: Book
ISBN: 978-1-80043-141-6

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Abstract

Details

School Improvement Networks and Collaborative Inquiry: Fostering Systematic Change in Challenging Contexts
Type: Book
ISBN: 978-1-78769-738-6

Abstract

Details

School Improvement Networks and Collaborative Inquiry: Fostering Systematic Change in Challenging Contexts
Type: Book
ISBN: 978-1-78769-738-6

Article
Publication date: 27 October 2020

Álvaro González, María Beatriz Fernández, Mauricio Pino-Yancovic and Romina Madrid

This essay explores the effects of school buildings closure during the coronavirus disease 2019 (COVID-19) pandemic on Chilean teachers' and principals' professional role…

Abstract

Purpose

This 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/approach

Competing 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.

Findings

The 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/value

This 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.

Details

Journal of Professional Capital and Community, vol. 5 no. 3/4
Type: Research Article
ISSN: 2056-9548

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Abstract

Details

School Improvement Networks and Collaborative Inquiry: Fostering Systematic Change in Challenging Contexts
Type: Book
ISBN: 978-1-78769-738-6

Content available

Abstract

Details

School Improvement Networks and Collaborative Inquiry: Fostering Systematic Change in Challenging Contexts
Type: Book
ISBN: 978-1-78769-738-6

Abstract

Details

School Improvement Networks and Collaborative Inquiry: Fostering Systematic Change in Challenging Contexts
Type: Book
ISBN: 978-1-78769-738-6

1 – 10 of 21