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

Although professional learning networks for teachers are a renowned strategy, there is still little evidence of meanings and organizational conditions for their feasibility. This study examined teachers’ appraisals and the contextual and organizational factors favoring professional development in the Teacher Learning Network (TLN) fostered by a local authority in the Ñuble region in the south of Chile in 2018 and 2019. The experience was analyzed considering the contributions of the literature on professional learning networks, community learning networks, and the improvement networks fostered by the Chilean government. Based on a thematic analysis of teacher discourse in two focus groups, results show a positive perception of participation in collaborative work with peers from different levels and subject matters. They assert that peer work was a learning opportunity on curricular topics and sharing their reflections about their performance. Ultimately, this has meant some personal welfare. Regarding the organizational aspects for the appropriate functioning of a network, teachers remark on the relevance of leadership legitimacy and pedagogical competency. Teacher commitment, a sound work plan, and time availability are other participation requirements. An atypical finding was the mandatory nature of network participation. This challenges literature claims on the self-regulated nature of these communities.

This research seeks to contribute to the knowledge of the characteristics of technology-mediated interactions between adults and children in the context of social, preventive, and mandatory isolation (ASPO) in Argentina during the pandemic caused by COVID-19. Specifically, it aims to study whether the contexts of interaction with technologies give rise to children's narrative production, as well as the characteristics of adult interventions in relation to the story's construction and the adult interventions that are motivated by the conditions of technology-mediated communication. For this purpose, a dataset of home video recordings of natural situations in which children between 2 and 6 years old use technological devices was analyzed (Rosemberg et al., 2021). The results show that situations that involve the use of technologies provide opportunities for children's narrative production. In addition, they agree with previous literature that underlines the relevance of adults' contingent participation during interactions involving technology for the development of children's language. Specifically, the analysis highlights adults' discursive strategies that aim to scaffold the development of children's stories (by restructuring, expanding, and reconceptualizing children's utterances and by encouraging children to continue narrating through evaluative comments) and to sustain virtual interaction (by repairing technical failures). Thus, this research stands as one of the few studies in our region that provides evidence about children's narrative production mediated by technology during confinement due to COVID-19 in Argentina, a new and challenging context.

This study aimed to examine and explain teachers' and students' reading and writing practices and beliefs in a master's program at a public university in Mexico. We conducted qualitative cross-sectional research. A self-administered questionnaire with open-ended questions was used in the initial stage to examine two distinct beliefs of reading and writing and identify key actors. Six interviews with teachers and students were carried out during the second stage. The study corroborates that the different beliefs are not mutually exclusive but can simultaneously exist in the same person, though they may be weighted differently. Those who firmly hold transmissive beliefs understand that reading and writing are processes to obtain (decode) and transmit (encode) information. In practice, these people emphasize the importance of identifying main ideas, summarizing texts, writing following a structure and taking up ideas from other authors. On the contrary, those who mostly hold transactional beliefs think that reading and writing are creative, dialogic and meaning-construction processes. Some of their reading and writing practices focus on aspects such as: defining a standpoint regarding the text, investigating the context of the author or reader, and defining reading or writing purposes. The research highlights the possibility of reconceptualizing reading and writing in the academic context, valuing their epistemic function and transforming the prevalent discourse that conceives them as technical and universal skills, which can be improved by correctly applying grammatical rules or following effective formulas. 

Teacher collaboration in recent decades has become increasingly important as a strategy for school improvement and innovation (Hargreaves & O'Connor, 2020). A Professional Learning Community emphasizes the development of collaborative cultures that encourage learning in both teachers and students (Bolam et al., 2007; Hord et al., 2010; Hord & Hirsh, 2008). The present study analyzes the appraisals of teachers, managers and educational assistants on the dimensions of collaboration that a CPA contemplates. The research method corresponds to a concurrent mixed study (Creswell, 2009) with a multiple case study strategy (Stake, 1998) in five educational centers in Chile. A questionnaire was applied to 161 informants, together with the development of 10 discussion groups. The main findings establish that the perceptions regarding peer relationships when sharing their practices are positive; however, there is a lack of spaces for peer accompaniment, observation and feedback that would deepen collective learning. There is a need to advance in specialized deepening spaces in teaching practice based on the documentation of research in educational subjects, together with enhancing the strengths found in educational centers with positive social relations for learning.

Group stereotypes are social representations in the form of ideas or beliefs on which group hatreds are usually based. One of these group hatreds is antisemitism or Judeophobia, which is scarcely addressed despite its verifiable presence. The reason for this scarcity may be related to the phenomenon's complexity. In general terms, all stereotypes constitute a fertile field for education to the extent that they are cognitive. In order to detect group stereotypes, adolescence is an appropriate age because moral judgment is already formed, and treating them could contribute to Values Education at this evolutionary stage. A self-report questionnaire was administered to 321 students between 16 and 18 years old in four cities in three South American countries. In addition, interviews with specialists were conducted. The students consulted had not had direct contact with Jews at the time of the study. The managing questionnaire was based on the premises of the Implicit Association Test, and it aimed to elicit words associated with the voice "Jew". The results show that almost half of the associated terms had a negative connotation linked to the notion of domination. Including some explanations of this phenomenon in the school curriculum may help mitigate it.

This article reviews the existing literature and empirical evidence based on impact evaluation studies (randomized control trials) on the importance of the principals' role in educational improvement. However, given the small number of studies, many questions remain unanswered. The purpose of this paper is to contribute to the debate and discussion about the role of school principals and how to strengthen their capacity to perform. It is based on the premise that school principals' training policy is justified by understanding that the principal is the second factor that significantly impacts student learning. Thus, by strengthening the capacity of these actors, improvements would be achieved in the educational process, learning, and quality of education. Unfortunately, the literature on this subject is scandalously scarce, particularly regarding studies that allow establishing attribution. Therefore, it is recommended that more studies be promoted to identify the most effective factors in improving the quality of school principals and the quality results among their students.

Rural children have historically faced severe disadvantages in both educational and digital settings. Moreover, the COVID-19 pandemic has been a reminder of the barriers they must overcome due to unstable internet signals, lack of devices, and digital skills. For this reason, this paper discusses the concept of digital natives: the belief that minors, regardless of their circumstances, have digital skills that allow them to use the Internet without the need for guides or prior instruction. From a qualitative perspective, discourses and social constructions on the role of the Internet in daily life are analyzed for children between 11 and 12 years of age through interviews in triads with the minors, their mothers, and head teachers, as well as school directors in four rural localities in Chile. The main findings show that despite being part of a disadvantaged group and the precariousness of the Internet connection, all the participants have access to smartphones from an early age. However, adults in their educational environment tend to agree that the poor development of digital skills hinders their remote learning process, even though children are confident in using devices.

Tras meses de intenso trabajo, presentamos el volumen 14 número 1 de Cuadernos de Investigación Educativa, correspondiente al período comprendido entre enero y junio de 2023. Se trata de una edición de especial relevancia, ya que da inicio a la publicación continua de la revista. En otras palabras, desde diciembre de 2022, los artículos aceptados son incorporados de manera inmediata al sitio web —enseguida finalizado el proceso de diseño y corrección de los textos—, con la idea de que sean visibles y citables rápidamente. No obstante, hay algunos elementos que siguen inamovibles, como ser el compromiso de Cuadernos de Investigación Educativa con la investigación de calidad y vanguardia, así como su contribución a la producción científica de trabajos relevantes para el debate informado y la mejora educativa. En el marco del proceso de crecimiento e internacionalización de la revista, esta nueva edición incluye aportes de autores pertenecientes a instituciones de Argentina, Austria, Chile, China, España, Japón, México y Uruguay.

The scaffolding metaphor was originally coined in the second half of the twentieth century to account for a very specific form of support for learning. However, since its inception in the field of education, it has been used to refer to a wide array of constructs related to teaching and learning. This research project used a meta-analysis of the literature on scaffolding since its inception in the field of education. Findings confirmed the existence of various conceptualizations of the term and made evident the need to advocate for a specific epistemological positioning for it, given its relevance to the fields of teaching and learning.

This article refers to the use of anecdote as a methodological instrument in qualitative socio-educational research. Specifically, the anecdote is linked to the identification of factors that favor educational affiliation in a master's degree research carried out at the ORT Uruguay University during 2019 and 2021. The methodological approach corresponds to a case study in which the in-depth interview aimed at students and teachers of a technical school in Uruguay is applied as a technique. The validation strategy was given fundamentally by the triangulation of sources. Another relevant decision was to pre-test the scripts, especially to adapt them to the adolescent population. The results show the implementation of the interpretive analysis model that is carried out from the use of anecdotes. This communication focuses on showing the potential of the anecdote for data collection and the ability of this resource to reveal what, a priori, is hidden. Based on the use of anecdotes, it was possible to distinguish, categorize and rank factors that facilitate the educational affiliation of the students included in the study. One aspect to highlight in the discussion of the results is the analysis and reflection on the role of the researcher in obtaining depth and assertive data from the anecdotes collected.