Full-text resources of CEJSH and other databases are now available in the new Library of Science.
Visit https://bibliotekanauki.pl

Results found: 4

first rewind previous Page / 1 next fast forward last

Search results

Search:
in the keywords:  CHILE
help Sort By:

help Limit search:
first rewind previous Page / 1 next fast forward last
1

HOW PRINCIPALS IDENTIFY LOW-PERFORMING TEACHERS IN PUBLIC SCHOOLS? EVIDENCE FROM CHILE

100%
Aravena F.
Pedagogický časopis (Journal of Pedagogy)
|
2023
|
vol. 14
|
issue 2
5 – 26
EN
This research aims to explore how school principals determine whether they have low-performing teachers among their staff. Semi-structured interviews were conducted with 24 principals in Chilean public schools. The qualitative research entailed an inductive approach, along with an interview methodology and content analysis to investigate the research questions. Principals rely on three main sources of information to identify low performing teachers: classroom observations carried out by principals and senior leaders, parents’ complaints and students’ comments. However, there is no single common approach for identifying low-performing teachers, even within the same school district. This study is the first to report on low-performing teachers in Chile from the perspective of school principals.
2

EARLY CHILD CARE EDUCATION: EVIDENCE FROM THE NEW LAW IN CHILE

88%
Aravena Castillo F., Quiroga Lobos M.
Pedagogický časopis (Journal of Pedagogy)
|
2017
|
vol. 8
|
issue 1
121 – 135
EN
In the last decade, Chile has focused on early childhood education and care (ECEC) as a key opportunity to increase student-learning outcomes and decrease socio-economic inequalities. The creation of Chile’s Under-Secretariat of ECEC in 2015 highlights the relevance of this educational stage. The purpose of this study is to analyse the new law (no. 20.835) on ECEC from the perspective of policy formulation. This study employs a discourse analysis that is based on a conceptual frame analysis of two concepts: relationships and roles. The findings indicate that the creation of the Superintendence of Education is an attempt at introducing accountability processes to ensure the quality of early childhood education. This is sustained by neoliberal policies, standardization and external influences. This study contributes to understandings of the relationship between stakeholders and school organizations and the degree of coherence and impact. Furthermore, the aim is to contribute to the international discussion surrounding educational policies beyond country-specific contexts.
3
Content available remote

TEACHER ECONOMIC INCENTIVES IN PRIVATE SUBSIDIZED SCHOOLS IN CHILE

88%
Aravena F., Kaščák O., Quiroga M., Hall G.
Sociológia (Sociology)
|
2018
|
vol. 50
|
issue 3
207 – 224
EN
The purpose of this study is to provide empirical evidence on the economic incentive policies designed by school leadership teams in private subsidized schools in Chile. The case studies are investigated using a qualitative methodological approach involving the comparative analysis of data collected through in-depth interviews. The findings show that the incentives have been variously designed in relation to purpose, structure and value. Some are targeted at teachers, while others reflect student learning outcomes based on standardized tests, student attendance and teaching staff work discipline. Economic incentive policies should ensure the impact on learning outcomes. However, this was not done in the cases investigated in this study. Further investigation is required to address this research area, as it has not been sufficiently explored in the literature.
4

WHAT DO WE KNOW ABOUT RURAL TEACHING IDENTITY? AN EXPLORATORY STUDY BASED ON THE GENERATIVE-NARRATIVE APPROACH

88%
Sandoval-Obando E., Pareja-Arellano N., Hernández-Mosqueira C., Riquelme-Brevis H.
Pedagogický časopis (Journal of Pedagogy)
|
2023
|
vol. 14
|
issue 2
97 – 122
EN
Generativity, manifested through interest in and commitment to the development of future generations, is a relevant dimension of teaching culture. To characterize the personal and professional development manifested by educators working in rural schools in Chile. Method: An interpretative-qualitative approach was adopted, based on an exploratory, cross-sectional and non-experimental design. The purposive sample consisted of 18 educators with an average age of 60 and with 33 years of professional experience in rural schools in the Metropolitan, Araucanía and Los Ríos regions (Chile). For the data collection, in-depth interviews were conducted from a narrative-generative perspective. The narratives were analysed by means of content analysis. Results: Four categories were identified relating to generativity: significant life experiences, pedagogical dimensions of generative development, generative-expansive adulthood and personal formation. The implications of generativity for teaching practice and the way in which it shapes the educational legacy that transcends school space and time are discussed.
first rewind previous Page / 1 next fast forward last
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.