Pub Date : 2023-01-16DOI: 10.4151/07189729-vol.62-iss.1-art.1424
M. Ainscow
This paper argues that efforts to help education systems recover following the recent global pandemic should involve collaboration amongst schools, and partnerships between practitioners and academic researchers. Drawing on a series of projects carried out over the last three decades, this approach is defined as a process of knowledge-generation that occurs when researcher and practitioner knowledge meet in particular sites. Underlying these collaborations is a common pattern. Most importantly, they involve an engagement with evidence collected by practitioners with support from university researchers. The paper points to the potential benefits of the approach, whilst also throwing light on some of the challenges involved
{"title":"Research-practice partnerships: a strategy for promoting educational recovery","authors":"M. Ainscow","doi":"10.4151/07189729-vol.62-iss.1-art.1424","DOIUrl":"https://doi.org/10.4151/07189729-vol.62-iss.1-art.1424","url":null,"abstract":"This paper argues that efforts to help education systems recover following the recent global pandemic should involve collaboration amongst schools, and partnerships between practitioners and academic researchers. Drawing on a series of projects carried out over the last three decades, this approach is defined as a process of knowledge-generation that occurs when researcher and practitioner knowledge meet in particular sites. Underlying these collaborations is a common pattern. Most importantly, they involve an engagement with evidence collected by practitioners with support from university researchers. The paper points to the potential benefits of the approach, whilst also throwing light on some of the challenges involved","PeriodicalId":42214,"journal":{"name":"Perspectiva Educacional","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2023-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72968060","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article seeks to investigate the difficulties, needs, opportunities and personal experiences that professors have as a result of the Covid-19 pandemic in the teaching learning process. A qualitative investigation was carried out with a case study design. Five academics from the Catholic University of Temuco of Chile participated and a semi-structured interview was applied. For the analysis of the data, an open coding linked to the research questions was developed, in addition to an axial coding to know the relationship between the emerging categories. Professors mention domestic, technological, and operational difficulties with their students that affect their work, in addition to structural difficulties associated with the institution. The needs include training and support for virtual processes and more attention for the teaching work. The great opportunity is technology, that will undoubtedly generate important transformations in higher education. Professors explicitly mention that they feel overwhelmed by their workload. Self-care, accompaniment, flexibility and support from the institutions appear as important elements to develop in order to face the scenario of uncertainty caused by the pandemic and confinement.
{"title":"Educación a distancia en emergencia: Experiencias de docentes universitarios del Sur de Chile en tiempos de covid-19","authors":"Fredy Cea-Leiva, Gema Pascual Hoyuelos, Ricardo García Hormazábal, Sergio Sanhueza Jara, Rocío Cristi González","doi":"10.4151/07189729-vol.61-iss.3-art.1320","DOIUrl":"https://doi.org/10.4151/07189729-vol.61-iss.3-art.1320","url":null,"abstract":"This article seeks to investigate the difficulties, needs, opportunities and personal experiences that professors have as a result of the Covid-19 pandemic in the teaching learning process. A qualitative investigation was carried out with a case study design. Five academics from the Catholic University of Temuco of Chile participated and a semi-structured interview was applied. For the analysis of the data, an open coding linked to the research questions was developed, in addition to an axial coding to know the relationship between the emerging categories. Professors mention domestic, technological, and operational difficulties with their students that affect their work, in addition to structural difficulties associated with the institution. The needs include training and support for virtual processes and more attention for the teaching work. The great opportunity is technology, that will undoubtedly generate important transformations in higher education. Professors explicitly mention that they feel overwhelmed by their workload. Self-care, accompaniment, flexibility and support from the institutions appear as important elements to develop in order to face the scenario of uncertainty caused by the pandemic and confinement.","PeriodicalId":42214,"journal":{"name":"Perspectiva Educacional","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80399075","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-28DOI: 10.4151/07189729-vol.61-iss.3-art.1286
M. Morales, S. Ortiz, Karen Cárdenas, Verónica López, Javier Torres-Vallejos
{"title":"Caracterización de la gestión de la convivencia escolar en Chile","authors":"M. Morales, S. Ortiz, Karen Cárdenas, Verónica López, Javier Torres-Vallejos","doi":"10.4151/07189729-vol.61-iss.3-art.1286","DOIUrl":"https://doi.org/10.4151/07189729-vol.61-iss.3-art.1286","url":null,"abstract":"","PeriodicalId":42214,"journal":{"name":"Perspectiva Educacional","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91232631","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this research was to analyze stereotypes related to gender and nationality of students stated in the speech of school teachers from the Metropolitan Region. For this interpretative qualitative research, 16 teachers were considered, who answered a semi-structured interview, that was analyzed through qualitative content analysis. The main results show the existence of positive and negative gender stereotypes toward students, referred to participation, responsibility, behavior, capabilities, and learning skills. The conclusions show that teachers’ speech reproduces a hierarchy of the gender identity attribute, and that it is influenced by the hegemonic construction of what historically and socially has been set as feminine and masculine. This research contributes to promote a critical analysis, where people reflect on their practice and speech in order to avoid discrimination and reproduction of biases that affect learning opportunities.
{"title":"Estereotipos atribuidos al género y a la nacionalidad en el discurso docente en clave intercultural","authors":"Catalina Isabel Jara Dachelet, Tricia Mardones Nichi, Nayaret Beatriz Salgado Salgado","doi":"10.4151/07189729-vol.61-iss.3-art.1331","DOIUrl":"https://doi.org/10.4151/07189729-vol.61-iss.3-art.1331","url":null,"abstract":"The purpose of this research was to analyze stereotypes related to gender and nationality of students stated in the speech of school teachers from the Metropolitan Region. For this interpretative qualitative research, 16 teachers were considered, who answered a semi-structured interview, that was analyzed through qualitative content analysis. The main results show the existence of positive and negative gender stereotypes toward students, referred to participation, responsibility, behavior, capabilities, and learning skills. The conclusions show that teachers’ speech reproduces a hierarchy of the gender identity attribute, and that it is influenced by the hegemonic construction of what historically and socially has been set as feminine and masculine. This research contributes to promote a critical analysis, where people reflect on their practice and speech in order to avoid discrimination and reproduction of biases that affect learning opportunities.","PeriodicalId":42214,"journal":{"name":"Perspectiva Educacional","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79007018","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-28DOI: 10.4151/07189729-vol.61-iss.3-art.1310
Juan Luis Piñeiro, Maricruz Pichún López, Loreto Saldaña Zuñiga
This research explores the representations of gender, ethnicity and family exposed in mathematics education texts from 1st to 4th grade delivered by MINEDUC. Through a content analysis of the contextual problems and images, it is investigated how gender, ethnicity and family are represented. This has allowed us to find some examples given to students of what could be understood by feminine and masculine. In addition, a diminished representation of ethnic groups and different types of families has been found. We conclude by questioning the present representations from an egalitarian perspective and exposing the shortcomings of the Chilean school texts.
{"title":"Representaciones de género, etnia y familia en textos escolares públicos de Matemáticas en Chile","authors":"Juan Luis Piñeiro, Maricruz Pichún López, Loreto Saldaña Zuñiga","doi":"10.4151/07189729-vol.61-iss.3-art.1310","DOIUrl":"https://doi.org/10.4151/07189729-vol.61-iss.3-art.1310","url":null,"abstract":"This research explores the representations of gender, ethnicity and family exposed in mathematics education texts from 1st to 4th grade delivered by MINEDUC. Through a content analysis of the contextual problems and images, it is investigated how gender, ethnicity and family are represented. This has allowed us to find some examples given to students of what could be understood by feminine and masculine. In addition, a diminished representation of ethnic groups and different types of families has been found. We conclude by questioning the present representations from an egalitarian perspective and exposing the shortcomings of the Chilean school texts.","PeriodicalId":42214,"journal":{"name":"Perspectiva Educacional","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72760443","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-28DOI: 10.4151/07189729-vol.61-iss.3-art.1230
Jorge Baeza Correa, Carlos Bustos Reyes, María Angélica Guzmán Droguett, Patricia Imbarack Dagach, Javier Mercado Guerra, Laura Valledor Cuevas
{"title":"Propuesta para la inclusión de estudiantes migrantes en escuelas básicas católicas de Chile: modelo espiral de reflexión","authors":"Jorge Baeza Correa, Carlos Bustos Reyes, María Angélica Guzmán Droguett, Patricia Imbarack Dagach, Javier Mercado Guerra, Laura Valledor Cuevas","doi":"10.4151/07189729-vol.61-iss.3-art.1230","DOIUrl":"https://doi.org/10.4151/07189729-vol.61-iss.3-art.1230","url":null,"abstract":"","PeriodicalId":42214,"journal":{"name":"Perspectiva Educacional","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83268410","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-28DOI: 10.4151/07189729-vol.61-iss.3-art.1246
G. Saez, Alejandra Nocetti de la Barra, Carolina Flores Lueg
{"title":"El saber práctico del profesorado: una revisión sistemática de la investigación actual","authors":"G. Saez, Alejandra Nocetti de la Barra, Carolina Flores Lueg","doi":"10.4151/07189729-vol.61-iss.3-art.1246","DOIUrl":"https://doi.org/10.4151/07189729-vol.61-iss.3-art.1246","url":null,"abstract":"","PeriodicalId":42214,"journal":{"name":"Perspectiva Educacional","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83466303","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-28DOI: 10.4151/07189729-vol.61-iss.3-art.1315
C. Pérez-Salas, Victoria Parra Moreno, Constanza Belén Monje Carvajal
{"title":"Adecuación de prácticas pedagógicas durante la pandemia y su relación con el compromiso escolar y las necesidades psicológicas de estudiantes secundarios: un estudio cualitativo","authors":"C. Pérez-Salas, Victoria Parra Moreno, Constanza Belén Monje Carvajal","doi":"10.4151/07189729-vol.61-iss.3-art.1315","DOIUrl":"https://doi.org/10.4151/07189729-vol.61-iss.3-art.1315","url":null,"abstract":"","PeriodicalId":42214,"journal":{"name":"Perspectiva Educacional","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72451377","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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