Professional learning communities in early childhood in Chile

Detalhes bibliográficos
Autor(a) principal: Guerra, Paula
Data de Publicação: 2020
Outros Autores: Rodriguez, Mery, Zañartu, Carola
Tipo de documento: Artigo
Idioma: spa
Título da fonte: Cadernos de Pesquisa (Fundação Carlos Chagas. Online)
Texto Completo: https://publicacoes.fcc.org.br/cp/article/view/6858
Resumo: An alternative for teacher professional development is Professional Learning Communities (PLC), a space highly valued and supported by evidence. An area rarely addressed are the contextual and institutional factors associated with PLCs. In order to investigate them, two PLCs composed of early childhood teachers were analyzed. Through a case study, teachers and institutional representatives were interviewed, as a group and individually. The findings highlight management, process coordination, vision and strategic planning as relevant aspects, along with reflective processes that accompany the evolution of PLCs. The convergences and divergences of both cases are discussed, as well as the theoretical and practical implications.
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spelling Professional learning communities in early childhood in ChileComunidades profesionales de aprendizaje en educación parvularia en ChileCommunautes d’apprentissage professionnel en education prescolaire au ChiliComunidades profissionais de aprendizagem em educação pré-escolar no ChileProfissão DocenteEducação Pré-EscolarFormação ContinuadaCooperaçãoProfession d’EnseignantEducation PrescolaireFormation ContinueCooperationProfesión DocenteEducación PreescolarFormación ContinuaCooperaciónTeaching ProfessionPreschool EducationContinuing EducationCooperationAn alternative for teacher professional development is Professional Learning Communities (PLC), a space highly valued and supported by evidence. An area rarely addressed are the contextual and institutional factors associated with PLCs. In order to investigate them, two PLCs composed of early childhood teachers were analyzed. Through a case study, teachers and institutional representatives were interviewed, as a group and individually. The findings highlight management, process coordination, vision and strategic planning as relevant aspects, along with reflective processes that accompany the evolution of PLCs. The convergences and divergences of both cases are discussed, as well as the theoretical and practical implications.Una alternativa de desarrollo profesional docente son las comunidades profesionales de aprendizaje (CPA), espacio formativo altamente valorizado y respaldado por creciente evidencia. Un ámbito escasamente abordado son los factores contextuales e institucionales asociados a las CPA. Para indagar en ellos se analizaron dos CPA compuestas por educadoras de párvulos. Mediante un estudio de caso, se entrevistaron, grupal e individualmente, educadoras y representantes institucionales. Los hallazgos destacan la gestión, coordinación de procesos, visión y planeamiento estratégico como aspectos relevantes, junto a procesos reflexivos que acompañan la evolución de las CPA. Se discuten las convergencias y divergencias de ambos casos, así como las implicancias teóricas y prácticas.Professional learning communities in early childhood in Chile An alternative for teacher professional development is Professional Learning Communities (PLC), a space highly valued and supported by evidence. An area rarely addressed are the contextual and institutional factors associated with PLCs. In order to investigate them, two PLCs composed of early childhood teachers were analyzed. Through a case study, teachers and institutional representatives were interviewed, as a group and individually. The findings highlight management, process coordination, vision and strategic planning as relevant aspects, along with reflective processes that accompany the evolution of PLCs. The convergences and divergences of both cases are discussed, as well as the theoretical and practical implications.Teaching Profession, Preschool Education, Continuing Education, Cooperation Comunidades profissionais de aprendizagem em educação pré-escolar no Chile Uma alternativa de desenvolvimento docente são as comunidades profissionais de aprendizagem (CPA), espaço de formação altamente valorizado e respaldado por crescente evidência. Um âmbito pouco abordado são os fatores contextuais e institucionais associados às CPA. Para conhecê-los melhor foram analisadas duas CPA compostas por educadoras de pré-escolares. Por meio de um estudo de caso foram entrevistados, em grupo e individualmente, educadoras e representantes de instituições. Os achados destacam a gestão, coordenação de processos, visão e planejamento estratégico como aspectos relevantes, além dos processos de reflexão que acompanham a evolução das CPA. São discutidas as convergências e as divergências de ambos os casos, bem como as implicações teóricas y práticas.Profissão Docente, Educação Pré-Escolar, Formação Continuada, Cooperação Communautes d’apprentissage professionnel en education prescolaire au ChiliCommunautés d’apprentissage professionnel (CAP) sont une alternative pour le développement professionnel des enseignants; un espace de formation très apprécié et attesté par un nombre croissant d’indices. Les facteurs contextuels et institutionnels associés aux CAP sont rarement abordés. Afin de mieux les connaître, deux CAP d’enseignants de maternelle ont été analysés. Grâce à une étude de cas, des éducateurs et des gestionnaires ont été interrogés, en groupe et individuellement. Les résultats mettent en évidence la pertinence de la gestion, de la coordination des procédés, de la vision et de la planification stratégique outre celle des processus de réflexion qui accompagnent l’évolution des CAP. Les convergences et divergences des deux cas sont discutées, ainsi que les implications théoriques et pratiques.Profession d’Enseignant, Education Prescolaire, Formation Continue, CooperationCommunautés d’apprentissage professionnel (CAP) sont une alternative pour le développement professionnel des enseignants; un espace de formation très apprécié et attesté par un nombre croissant d’indices. Les facteurs contextuels et institutionnels associés aux CAP sont rarement abordés. Afin de mieux les connaître, deux CAP d’enseignants de maternelle ont été analysés. Grâce à une étude de cas, des éducateurs et des gestionnaires ont été interrogés, en groupe et individuellement. Les résultats mettent en évidence la pertinence de la gestion, de la coordination des procédés, de la vision et de la planification stratégique outre celle des processus de réflexion qui accompagnent l’évolution des CAP. Les convergences et divergences des deux cas sont discutées, ainsi que les implications théoriques et pratiques.Uma alternativa de desenvolvimento docente são as comunidades profissionais de aprendizagem (CPA), espaço de formação altamente valorizado e respaldado por crescente evidência. Um âmbito pouco abordado são os fatores contextuais e institucionais associados às CPA. Para conhecê-los melhor foram analisadas duas CPA compostas por educadoras de pré-escolares. Por meio de um estudo de caso foram entrevistados, em grupo e individualmente, educadoras e representantes de instituições. Os achados destacam a gestão, coordenação de processos, visão e planejamento estratégico como aspectos relevantes, além dos processos de reflexão que acompanham a evolução das CPA. São discutidas as convergências e as divergências de ambos os casos, bem como as implicações teóricas e práticas.Fundação Carlos Chagas2020-10-08info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://publicacoes.fcc.org.br/cp/article/view/6858Cadernos de Pesquisa; Vol. 50 No. 177: jul./set.2020; 828-844Cadernos de Pesquisa; Vol. 50 Núm. 177: jul./set.2020; 828-844Cadernos de Pesquisa; Vol. 50 No. 177: jul./set.2020; 828-844Cadernos de Pesquisa; v. 50 n. 177: jul./set.2020; 828-8441980-53140100-1574reponame:Cadernos de Pesquisa (Fundação Carlos Chagas. Online)instname:Fundação Carlos Chagas (FCC)instacron:FCCspahttps://publicacoes.fcc.org.br/cp/article/view/6858/pdfCopyright (c) 2020 Cadernos de Pesquisahttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessGuerra, PaulaRodriguez, MeryZañartu, Carola2022-09-14T15:27:29Zoai:ojs.publicacoes.fcc.org.br:article/6858Revistahttp://publicacoes.fcc.org.br/ojs/index.php/cp/indexhttps://old.scielo.br/oai/scielo-oai.phpcadpesq@fcc.org.br||cadpesq@fcc.org.br1980-53140100-1574opendoar:2022-09-14T15:27:29Cadernos de Pesquisa (Fundação Carlos Chagas. Online) - Fundação Carlos Chagas (FCC)false
dc.title.none.fl_str_mv Professional learning communities in early childhood in Chile
Comunidades profesionales de aprendizaje en educación parvularia en Chile
Communautes d’apprentissage professionnel en education prescolaire au Chili
Comunidades profissionais de aprendizagem em educação pré-escolar no Chile
title Professional learning communities in early childhood in Chile
spellingShingle Professional learning communities in early childhood in Chile
Guerra, Paula
Profissão Docente
Educação Pré-Escolar
Formação Continuada
Cooperação
Profession d’Enseignant
Education Prescolaire
Formation Continue
Cooperation
Profesión Docente
Educación Preescolar
Formación Continua
Cooperación
Teaching Profession
Preschool Education
Continuing Education
Cooperation
title_short Professional learning communities in early childhood in Chile
title_full Professional learning communities in early childhood in Chile
title_fullStr Professional learning communities in early childhood in Chile
title_full_unstemmed Professional learning communities in early childhood in Chile
title_sort Professional learning communities in early childhood in Chile
author Guerra, Paula
author_facet Guerra, Paula
Rodriguez, Mery
Zañartu, Carola
author_role author
author2 Rodriguez, Mery
Zañartu, Carola
author2_role author
author
dc.contributor.author.fl_str_mv Guerra, Paula
Rodriguez, Mery
Zañartu, Carola
dc.subject.por.fl_str_mv Profissão Docente
Educação Pré-Escolar
Formação Continuada
Cooperação
Profession d’Enseignant
Education Prescolaire
Formation Continue
Cooperation
Profesión Docente
Educación Preescolar
Formación Continua
Cooperación
Teaching Profession
Preschool Education
Continuing Education
Cooperation
topic Profissão Docente
Educação Pré-Escolar
Formação Continuada
Cooperação
Profession d’Enseignant
Education Prescolaire
Formation Continue
Cooperation
Profesión Docente
Educación Preescolar
Formación Continua
Cooperación
Teaching Profession
Preschool Education
Continuing Education
Cooperation
description An alternative for teacher professional development is Professional Learning Communities (PLC), a space highly valued and supported by evidence. An area rarely addressed are the contextual and institutional factors associated with PLCs. In order to investigate them, two PLCs composed of early childhood teachers were analyzed. Through a case study, teachers and institutional representatives were interviewed, as a group and individually. The findings highlight management, process coordination, vision and strategic planning as relevant aspects, along with reflective processes that accompany the evolution of PLCs. The convergences and divergences of both cases are discussed, as well as the theoretical and practical implications.
publishDate 2020
dc.date.none.fl_str_mv 2020-10-08
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://publicacoes.fcc.org.br/cp/article/view/6858
url https://publicacoes.fcc.org.br/cp/article/view/6858
dc.language.iso.fl_str_mv spa
language spa
dc.relation.none.fl_str_mv https://publicacoes.fcc.org.br/cp/article/view/6858/pdf
dc.rights.driver.fl_str_mv Copyright (c) 2020 Cadernos de Pesquisa
https://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2020 Cadernos de Pesquisa
https://creativecommons.org/licenses/by-nc/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Fundação Carlos Chagas
publisher.none.fl_str_mv Fundação Carlos Chagas
dc.source.none.fl_str_mv Cadernos de Pesquisa; Vol. 50 No. 177: jul./set.2020; 828-844
Cadernos de Pesquisa; Vol. 50 Núm. 177: jul./set.2020; 828-844
Cadernos de Pesquisa; Vol. 50 No. 177: jul./set.2020; 828-844
Cadernos de Pesquisa; v. 50 n. 177: jul./set.2020; 828-844
1980-5314
0100-1574
reponame:Cadernos de Pesquisa (Fundação Carlos Chagas. Online)
instname:Fundação Carlos Chagas (FCC)
instacron:FCC
instname_str Fundação Carlos Chagas (FCC)
instacron_str FCC
institution FCC
reponame_str Cadernos de Pesquisa (Fundação Carlos Chagas. Online)
collection Cadernos de Pesquisa (Fundação Carlos Chagas. Online)
repository.name.fl_str_mv Cadernos de Pesquisa (Fundação Carlos Chagas. Online) - Fundação Carlos Chagas (FCC)
repository.mail.fl_str_mv cadpesq@fcc.org.br||cadpesq@fcc.org.br
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