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

The objective of the article is to expose and contextualize the experience developed by the intermediate leader in the transformation of the pedagogical leadership practices of school directors in the region of La Araucanía, Chile. This work subscribes to a case study that uses a qualitative methodology of a descriptive nature. In total, 6 professionals participated, 3 school directors and 3 heads of the Technical Pedagogical Unit. Regarding the development of this study, it was divided into three phases: 1) questioning for the discussion of critical knots, 2) accompaniment of the learning path to transform pedagogical leadership practices, and 3) critical reflection and professional challenges. The results indicate that the intermediate leader positively influenced the ways of leading the teacher's professional development and student learning, especially when systematic spaces for questioning reflection and in situ improvement on the practice of pedagogical leadership are promoted collaboratively. In conclusion, developing intermediate leadership practices from learning together and making shared decisions from real problems of pedagogical leadership favors the influence on the transformations of pedagogical leadership practices.

This paper aims to document the teaching innovations applied to the course Introduction to Computing and Informatics in the curriculum of the Bachelor of Business Informatics at the University of Costa Rica, Pacific Campus, due to the national emergency caused by COVID-19. The researcher seeks to publicize the methodologies developed and the information and communication technologies used to serve as feedback or guidance for those who wish to carry out teaching innovations in their courses. Moreover, the research is descriptive corresponding to a case study, to do this, the concepts of teaching innovation from secondary sources were reviewed, which made it possible to identify the innovations carried out. The pandemic prompted the implementation of a series of teaching innovations, which included the creation, design, and implementation of teaching resources and formative and evaluation activities. Regarding the data, it was obtained from the direct experience of the teacher through conversations, analysis, and discussion for the implementation of each of the innovations. Finally, the author described the innovations, which transformed the course from the face-to-face education modality to the virtual modality.

This bibliographic review article explores information from documents, research projects, and scientific contributions with the purpose of determining the history of education for people with visual disabilities in the Costa Rican context. The document introduces a conceptual approach of the facts that represented milestones in the history of education for people with visual disabilities in Costa Rica, in agreement with the paradigms of disability: the early stages of special education from the traditional paradigm, the change toward the rehabilitation paradigm, and the transformation of education from a social model based on human rights. The methodology consisted of a reflexive and analytical study of the publications found throughout the work stages, which facilitated the development of the theme; furthermore the compilation and selection of representative information to establish a conceptual-historical framework. For this, the relevant conceptual units were determined and analyzed. In conclusion, it is important to establish the creation of a reference framework to better understand the social and educational circumstances that Costa Rican society has gone through, share the findings and have greater elements to discern the path to follow, and to help build a fair and inclusive society.

This study aims to analyze the contributions and perceptions of a group of early childhood educators regarding the updating of the Curricular Bases for Kindergarten Education in Chile. Based on the frequency analysis, and supported by statistical programs, the author grouped the words employed by the participants according to their meaning (semantic grouping). Thus, groups of words referring to the use of the document in their pedagogical work were formed. To achieve the above, the investigator chose a graphical approach that allowed representing a two-dimensional space of the groups of words in which the surveyed group and the respective analyzes were considered. The results revealed that the textual analysis contributed to a deeper understanding of this previously unaddressed topic, which, at the same time, holds implications for the educational practice of the participating group, since there exist significant differences between the responses of nursery school educators according to the type of dependency in which they work.

In Costa Rica important advances have been made in the promotion and care of the students with high potential. Despite the legislation progress, it exists a difficulty in reaching conceptual consensus keeping different definitions and uses of the following terms: high potential, high endowment, and talent. Additionally, the roots of the normality approach that insist on privileging a student’s group with identification processes and procedures for perfecting their potentialities and talents are supported. Based on this reality, the author finds necessary to consider on the possibility of redirect the existing actions in a way that guarantee education quality for the entire student´s community. This creates important challenges since it requires conceiving diversity as an inherent characteristic of human beings. And, as part of the attention to this heterogeneity, it must be guaranteed that each student has the opportunity to take part in psycho-pedagogical evaluation processes and receive prompt and individualized mediation with trained professionals on the implementation of a flexible curriculum that allows everyone to perfect and express their potentialities.

This article presents the psychometric properties of the Emotional Competencies Inventory for Adults (ICEA) based on the Pentagonal Model. The ICEA is a 23-item instrument representing five dimensions: emotional awareness, emotional regulation, emotional autonomy, social competencies, and competencies for life and well-being. The data for the analysis comes from a sample of 432 Chilean adults between the ages of 17 and 61. Exploratory factor analysis with varimax rotation shows a good factorial correlation. The variance explained corresponds to 66% accumulated. The reliability measured in Cronbach's alpha is 0.892, and it also has adequate internal validity for psychometrically measuring emotional competencies Therefore, it is possible to indicate that the ICEA contributes to initiating, guiding, and finalizing processes of emotional education with higher-level students.

This paper looks to present the perceptions of 30 pre-service teachers at a Chilean university about the use of collaborative techniques during the preparation of an oral presentation. For the compilation of the information, the authors employed a semi-structured interview; moreover, they analysed the data through the content analysis technique. Categories and subcategories emerged from this analysis, and the results show that students perceive more advantages than disadvantages. In this context, it would be advisable for teachers to support the process of preparation of an oral presentation through the use of collaborative work techniques.

The article exhibits professional tensions in co-teaching practices among the educational actors in charge of implementing the Bilingual Intercultural Education Program (PEIB) in indigenous contexts of Chile. Through the investigation, the authors realized the contributions and limitations of their professional work in the materialization of the PEIB. The theoretical framework that supports the study is the co-teaching approach in school education, which implies collaborative teaching between professionals who transmit indigenous knowledge and knowledge of their own language and culture at school.  Regarding the methodology, the authors chose a qualitative one; moreover, they conducted semi-directed interviews with four pedagogical pairs in charge of implementing the PEIB in the school. The information analysis technique is carried out from a content analysis of their testimonies in which the explicit and latent meanings that they transmit through it are identified. This is triangulated with the information that emerges from the process of open and axial coding of their testimonies, from the grounded theory. The main results show a limited professional performance characterized by a lack of planning, design and evaluation of their own pedagogical and didactic work to teach the indigenous language and culture in the classroom. Likewise, the investigators found a lack of spaces for planning and coordination between co-teachers, which limits an adequate implementation of the PEIB. The main conclusions highlight the urgency of focusing improvement efforts on four aspects: (a) clarity of roles and functions of co-teachers, (b) collaborative work between co-teachers, (c) institutional and educational community support for the teaching of indigenous language and culture in the classroom and, (d) intercultural training of co-teachers to reverse prejudice and stigmatization towards indigenous children, their families and therefore towards the PEIB.

This paper aims to explain the association between the development of reading skills in Spanish as native language with the teaching method and the academic and socio-demographic characteristics of first grade students from San José Pinula, Guatemala. This through a quasi-experimental design and a sample of 104 students, distributed in control and experimental groups. In 2016, the Reading Evaluation for Initial Grades (ELGI) develop by the Education Ministry of Guatemala was applied. The research was developed in two stages, in the first, the researchers characterized the methods implemented by first grade professors to teach reading and writing. During the second phase, the authors implemented the methodological intervention with didactic materials, methodological training, and support for teachers throughout the school year: experimental (comprehensive phonological) and control (syllabic). The results of the multiple linear regression model showed that the implementation of the method was significantly associated with the development of the following skills: phonological awareness, alphabetic principle, decoding and automation, while there were no differences in fluency between the experimental group and the learning group control. Likewise, the method contributed to explain the development of these skills in conjunction with the academic and sociodemographic characteristics of the students. To overcome the learning gap after the pandemic, the authors recommend strengthening teacher training in more effective methods, such as comprehensive phonology, for teaching reading through the design of didactic guides and workbooks for students that promote activities systems for learning these skills. The foregoing must be added to an intensive pedagogical strategy to reduce the initial reading delay and an incentive policy to ensure that the best teachers are assigned and remain in the first grade of primary school.

The training of educational researchers represents a complex process due to the nature of educational research itself, for it implies different practices and actors. The foregoing includes research cores integrated under their training, which, in addition to gathering skills and abilities, are specified in an academic task that promotes and facilitates the subject in training the access and development of knowledge, interaction with the social environment, development of skills, attitudes, and habits that the same research practice itself requires and demands. Thus, this paper aims to analyze the empirical evidence published between January 2017 and October 2021 about the training of researchers as an element of reflection in educational training environments, with a focus on distinguishing what research has been carried out, what processes have addressed, and their contributions for future studies. The researchers chose the systematic literature mapping method, applied inclusion and exclusion criteria to the articles located in the SCOPUS and Web of Science (WoS) databases, and delimited 100 articles as the object of study. Regarding the results, they portray the types of methodologies that were applied, the most cited articles, the journals where they were published, the geographical distribution of the authors, the contexts of application, and the addressed topics. Hence, the article adds value to the field of research, as it identified the advances, places, and contexts, as well as the challenges and opportunities for training and research.