Professional learning communities in early childhood in Chile
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Outros Autores: | , |
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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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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1795330316601131008 |