Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

Teacher Professional Development Programs (TPD) offer an opportunity to improve education, although their results may vary considerably depending on the context and implementation. Nevertheless, they are considered relevant for addressing transformations and meeting new educational demands. In Latin America, countries such as Honduras and Nicaragua have made progress in teacher professionalization; however, important challenges remain. In this context, a pedagogical innovation project was implemented in rural schools in both countries with the objective of improving student learning through the implementation of Peer Tutoring, involving different actors. Specifically, this research focuses on the impact of this innovation in TPD as well as on the characteristics that allow its effectiveness. To address these objectives, a qualitative methodology was used, which included 19 classroom observations, designed to capture in detail the classroom interactions and didactic strategies employed by teachers. In addition, 19 individual interviews with teachers and 16 group interviews with students were conducted. The information was analyzed through thematic content analysis. The findings of the study show a significant change towards constructivist educational paradigms, which is reflected in teachers’ beliefs and practices. This shift highlights the change in the teaching role, which is now seen as a mediator of learning, giving students prominence as builders of their knowledge. The belief that all students can learn if different learning paces are respected is also established. Likewise, the use and formulation of questions becomes central to promoting students’ active and collaborative learning. The importance of socioemotional aspects in learning also emerged, emphasizing the creation of a bond with students to understand their interests, learning styles, and paces, and to foster a climate of trust. Key characteristics of the pedagogical innovation include flexibility and adaptability. These qualities allowed teachers to adjust the strategy to meet the specific needs of their context and their students. The innovation led to rapid and significant transformations in students, who developed greater autonomy, assumed a more active role, and improved their self-esteem and motivation to learn. This aspect is crucial for teachers' adherence to new methodologies. The strategy focused on specific content, active support, and spaces for teacher reflection, which are relevant aspects for effective TPD programs. In conclusion, the educational innovation promoted transformations in the beliefs and practices of the participating teachers, who flexibly adapted the strategy to their contexts as a result of the implementation. This is significant as it demonstrates the professionalization of the role by linking theory and practice to develop adapted strategies. Finally, a question arises about the persistence of these transformations after the project's conclusion.

Este estudio persigue generar un marco de competencias flexible que permita la inclusión digital y social del alumnado. La metodología cualitativa con una muestra de educadores de Italia, España, Suecia y Reino Unido indagó sobre necesidades docentes a través de 6 grupos de discusión y 23 entrevistas personales individuales. Los resultados orientan sobre déficits vinculados a las competencias digitales y sociales de docentes a las que se trata de dar respuesta con el diseño de un marco competencial estructurado en 3 dimensiones, 8 áreas y 26 competencias, aplicado posteriormente a través de cursos formativos online a docentes. El profesorado que realizó la formación destaca como claves la promoción de la creatividad, la inteligencia colaborativa y el uso de recursos digitales. La combinación de competencias digitales y sociales del marco competencial responde a las demandas detectadas y su flexibilidad de métodos garantiza una amplia replicabilidad.

Este artículo discute la creciente importancia de la colaboración docente en Chile a través de la creación de Comunidades Profesionales de Aprendizaje (CdA) para el desarrollo profesional docente. Utiliza un enfoque ecológico de la agencia profesional, y se basa en un caso parte de un estudio mayor, que exploró la naturaleza de la colaboración y el diálogo profesional entre docentes. Los resultados indican que, si bien desde la política pública la colaboración se define como crucial para compartir el conocimiento profesional y mejorar el aprendizaje de los estudiantes, para los docentes representa principalmente un medio de ayuda y apoyo mutuo para enfrentar los desafíos de su quehacer y reducir el aislamiento profesional. Sin embargo, en el caso analizado, el rol clave de la directora contribuyó al desarrollo de una CdA genuina, donde el diálogo actuó como un elemento liberador para generar sentido de agencia y potenciar discursos profesionales de los docentes sobre la enseñanza y el aprendizaje.

This paper presents a two-year qualitative multi-site case study in six English state-funded schools (thee primary and three secondary). These schools were identified by Ofsted as ‘stuck’ after failing their inspections for more than a decade but managed to turnaround their overall inspection effectiveness, despite the wider contextual challenges. Drawing from an analysis of 50 documents, 22 interviews and focus groups with school leaders, we detail the schools’ trajectories and leadership practices that allowed leaders to improve schools’ overall effectiveness. Staff from ‘un-stuck’ schools described a combination of 1) distributed leadership, 2) moral purpose, 3) stabilising teams, 4) external support, 5) building trust, 6) positive relationships with parents and the community, 7) vision of high expectations, 8) systematic approach to improve behaviour, and 9) strong internal governance and accountability that allowed their significant improvement. These characteristics contribute to our understanding of effective turnaround leadership of schools working in disadvantaged contexts.

Despite the growing size and number of international schools globally, research examining their leadership and communities is still limited. This article investigates leadership practice and learning in international schools in England and Qatar, and their response to the multicultural social fields in which they work, and the cultural capital of their teachers and students. The article uses Bourdieu’s social theory and his concepts field, capital, habitus, and practice and theories of social justice, cultural relevance, and cultural responsiveness in educational leadership. The findings reflect gaps between what leaders learn and do and the cultural capital and needs of their students and teachers. The discussion of findings engages in a theoretical analysis of the reasons behind these gaps and calls for a perspective shift in educational leadership and for further theorising on internationalisation in education.

Introduction. Nursing’s disciplinary foundations include the models and theories that underpin its professional practice, and its teaching-learnning process begin at the start of the nursing career. These contents are difficult to understand and require a high level of abstraction on the part of the student to internalize the concepts, understand the structure of a metaparadigm, its essential components and the differences between them. This poses a challenge, as the use of technology is a support to the teaching-learning process. Given the above, a pedagogical innovation was carried out in a Chilean university through a virtual learning environment that used four educational audio fiction podcasts that considered six nursing models and theories in their contents, which were made available to students on the music playback platform (Spotify®) under the name "Nursing Theorists". Since this was an innovation, it became necessary to assess the students' satisfaction with this educational resource, regarding content, usefulness, ease of use and benefit of the nursing models and theories podcasts in their vocational training. Objective. To assess the students' satisfaction with this educational resource. Method. A quantitative, descriptive cross-sectional study was carried out. The Student Satisfaction with Educational Podcasts Questionnaire (SSEPQ) was used, consisting of 10 items that evaluate the perception of the student regarding the adequacy of the content  (for example, if the content is well organized and the podcast provides clear information on the topic), ease of use, usefulness and benefit to learning (for example, if using the podcast makes the learning process easier or increases student’s motivation). Results. The instrument was applied to 69 students. Since the instrument had not been used before in Chile, an internal consistency test was performed using the global Cronbach Alpha coefficient which indicated high reliability (0.94). 86% of them gave a positive evaluation to the strategy, with better evaluation of content and ease of access. Conclusions. This study allowed us to assess the perception of satisfaction with the use of educational podcasts. The questionnaire is reliable, so conducting a validity study in a larger sample in the future is being considered. The use of podcasts as an educational resource was well evaluated by students, however it requires investigating student preferences about this type of educational resource that can be improved. This requires the addition of qualitative information to contextualize and improve the understanding of results, since satisfaction is a complex variable to measure. Thus, it is necessary to evaluate other indicators such as academic performance to determine the effectiveness of these strategies in learning and developing skills such as critical thinking and soft skills.

This paper answers the overarching research questions: Were English as a Foreign Language (EFL) teachers from Mexican public primary schools ready in terms of Information and Communication Technologies (ICT) use for emergency remote teaching to face COVID-19 pandemic times, why, and what are the challenges for post pandemic times? Data was collected using a questionnaire whose items were adopted from previous studies conducted in English-speaking countries and translated into Spanish. The instrument was answered by a sample of 279 teachers from northwest Mexico, selected by non-probabilistic sampling. We analyzed the data from the questionnaires using descriptive analysis. Results suggest that EFL teachers were not ready for Emergency Remote Teaching (ERT) to face COVID-19 pandemic times due to institutional and personal factors or barriers. The paper concludes with some challenges for post pandemic times.

Este artículo presenta las percepciones de profesores y estudiantes de Pedagogía en Inglés sobre el portafolio de escritura como estrategia pedagógica de apoyo a la reflexión del aprendizaje, exponiendo en qué medida estas percepciones se aproximan entre sí. El estudio contempló la participación de 51 estudiantes y 4 docentes. Los datos se recogieron de tres fuentes: cuestionario aplicado a profesores y estudiantes, las respuestas de los estudiantes a una pregunta abierta y entrevistas en profundidad con los profesores. Los datos cuantitativos se analizaron usando el paquete estadístico SPSS y los cualitativos fueron sometidos a análisis de contenido. Los resultados muestran que ambos grupos valoran altamente el portafolio. Los estudiantes se centran en los beneficios a corto plazo como la mejora de su competencia lingüística y la comprensión de la escritura como proceso, mientras que los profesores consideran habilidades más integrales como la reflexión, la autonomía y la futura práctica docente.

El objetivo de este artículo es analizar la participación de los estudiantes secundarios en la retroalimentación en el pensamiento social. Se realizaron 11 entrevistas grupales a estudiantes de primero y segundo año medio de establecimientos municipales, particulares subvencionados y particulares pagados en Chile. En las entrevistas se utilizaron guías lingüísticas y estímulos visuales sobre diferentes situaciones de retroalimentación. Los datos se codificaron con un análisis de contenido cualitativo deductivo. Los resultados evidencian que los estudiantes de establecimiento municipal y particular subvencionado participan en la retroalimentación como un espacio de transmisión unidireccional de información y centrada en el contenido para mejorar su aprendizaje y rendimiento académico. Mientras que, estudiantes de establecimientos particulares pagados participan con acciones dialógicas y críticas para utilizar la retroalimentación en la construcción de pensamiento social. Se concluye con los factores que inciden en la participación, agencia e involucramiento de los estudiantes secundarios en la retroalimentación.

With this article we propose to contribute to the field of participatory and collaborative methodologies in social sciences, from the experiences with photovoice in Latin America. , from  the investigation of the processes of identification and ethno-national belongings of the young children of migrants (born and/or schooled in Chile). We propose to conceive photovoice as a device for co-construction of knowledge of young people, showing the way in which it opens up space for the production of emerging knowledge that does not correspond only to what is already known. And also  as a device for the production of group reflections in which youths have a place, no longer merely as participants but as collaborators too, in the analysis of the photographs produced by them in the inquiry process itself.