Building communities as an opportunity for teacher professional learning: a case study in Uruguay and Chile
estudio de casos en Uruguay y Chile
DOI:
https://doi.org/10.21879/faeeba2358-0194.2023.v32.n71.p59-73Keywords:
higher education teachers; didactic-pedagogical culture; teacher trainingAbstract
The results of the study: "Networks and digital inclusion: Incidents and characterizations for the formation of communities that promote deep learning in Public Teacher Training Centers of Uruguay and Chile" (competitive project of the National Agency for Research and Innovation and the Ceibal Foundation) are presented. The objective was to know how communities and emerging collaboration are seen as a form of professional learning among teachers of initial teacher training, in centers of Uruguay and Chile. It was organized in three phases: 1) identification and characterization of all teacher training centers in the two countries; 2) three case studies from each country; 3) validation of experts and exchange of experiences among participants. The findings show that there are different degrees of approach to the formation of communities, while evidencing their relevance as promoters of professional learning of teachers.
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References
ADMIRAAL, W.; SCHENKE, W.; DE JONG, L.; EMMELOT, Y.; SLIGTE, H. (2021). Schools as professional learning communities: what can schools do to support professional development of their teachers?. Professional Development in Education, v. 47, n. 4, p. 684-698, 2021. Disponible en: < https://doi.org/10.1080/19415257.2019.1665573 >. Acceso 5 set. 2022.
ANTINLUOMA, M.; ILOMÄKI, L.; TOOM, A. Practices of professional learning communities. Frontiers in Education, v. 6, art. 617613, 2021. Disponible en: < https://doi.org/10.3389/feduc.2021.617613 >. Acceso 13 ago. 2022.
APARICIO, C.; SEPÚLVEDA, F. Análisis del modelo de comunidades profesionales de aprendizaje a partir de la indagación en experiencias de colaboración entre profesores. Estudios Pedagógicos, v. 44, n. 3, p. 55-73, 2018. Disponible en: < http://dx.doi.org/10.4067/S0718-07052018000300055 >. Acceso 18 ago. 2022.
BOTHA, C.; NEL, C. Purposeful collaboration through professional learning communities: Teacher educators’ challenges. International Journal of Learning, Teaching and Educational Research, v. 21, n. 6, p. 210-225, 2022. Disponible en: < https://doi.org/10.26803/ijlter.21.6.13 >. Acceso 27 dic. 2022.
BUCHANAN, L.; MOODY, A.; FOX, K.; HARGROVE, T.; RONEY, K.; BROPHY, A. Professional learning communities as teacher educator professional development: articulating the impact on pedagogy and student learning. En: ANNUAL MEETING OF THE AMERICAN EDUCATIONAL RESEARCH ASSOCIATION, 2016, Washington: AERA Online Paper Repository, 2016. p. 1-13. Disponible en: < http://www.aera.net/Publications/Online-Paper-Repository/ AERA-Online-Paper-Repository >. Acceso 30 ago. 2022.
AUTOR 3; REBOLLO, M.; PEREZ, M. Títulos y datos acceso. Acceso 2 feb. 2023.
CLARKE, S. Learning communities in education: a matter of diverse definitions, understandings, enactments, and contexts. Professional Development in Education, v. 47, n. 4, p. 557-559, 2021. Disponible en: < https://doi.org/10.1080/19415257.2021.1946744 >. Acceso 15 dic. 2022.
DUFOUR, R. What is a “Professional Learning Community”? ASCD, v. 61, n. 8, 2004. Disponible en: < https://www.ascd.org/el/articles/what-is-a-professional-learning-community >. Acceso 6 set. 2022.
GARCÍA, I.; HIGUERAS, L.; MARTÍNEZ, E. Hacia la implantación de comunidades profesionales de aprendizaje mediante un liderazgo distribuido: Una revisión sistemática. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, v. 16, n. 2, p. 117-129, 2018. Disponible en: < https://www.redalyc.org/articulo.oa?id=55160059007 >. Acceso 30 oct. 2022.
GOLDEN, D. Teacher perceptions of professional learning communities on the instructional climate at Flintville Elementary School in Lincoln County, TN. 2017. 160 p. Tesis (Doctorado en Educación) – Departmento de Liderazgo Educativo y Análsis de Políticas, East Tennessee State University, Johnson City, 2017. Disponible en: < https://dc.etsu.edu/etd/3179 >. Acceso 16 dic. 2022.
GUTMAN, M. Leading a professional learning community for teacher educators: inquiry into college principals’ motives and challenges. Teacher Development, v. 25, n. 3, p. 263-277, 2021. Disponible en: < https://doi.org/10.1080/13664530.2021.1901772 >. Acceso 25 ago. 2022.
HAIRON, S.; TAN, C. Professional learning communities in Singapore and Shanghai: implications for teacher collaboration. Compare: A Journal of Comparative and International Education, v. 47, n. 1, p. 91-104, 2017. Disponible en: < https://doi.org/10.1080/03057925.2016.1153408 >. Acceso 28 ago. 2022.
HARGREAVES, A. Teacher collaboration: 30 years of research on its nature, forms, limitations and effects, Teachers and Teaching, v. 25, n. 5, p. 603-621, 2019. Disponible en: < https://doi.org/10.1080/13540602.2019.1639499 >. Acceso 23 ago. 2022.
MACPHAIL, A.; ULVIK, M.; GUBERMAN, A.; CZERNIAWSKI, G.; OOLBEKKINK, H.; BAIN, Y. The professional development of higher education-based teacher educators: needs and realities. Professional Development in Education, v. 45, n. 5, p. 848-861, 2019. Disponible en: < https://doi.org/10.1080/19415257.2018.1529610 >. Acceso 24 ago. 2022.
MAYER, D.; MITCHELL, J.; SANTORO, N.; WHITE, S. Teacher educators and ‘accidental’ careers in academe: an Australian perspective. Journal of Education for Teaching, v. 37, n. 3, p. 247-260, 2011. Disponible en: < https://doi.org/10.1080/02607476.2011.588011 >. Acceso 17 dic. 2022.
MENDOZA, D.; CEJAS, M.; NAVARRO, M.; FLORES, E.; CASTILLO, K. La eficacia pedagógica en la cultura organizativa escolar y la comunidad profesional de aprendizaje. Uniciencia, v. 35, n. 2, p. 161-175, 2021. Disponible en: < http://dx.doi.org/10.15359/ru.35-2.11 >. Acceso 22 oct. 2022.
OLSSON, D. Improving teaching and learning together. A literature review of professional learning communities. Karlstad: Karlstad University. 2019. Disponible en: < https://www.diva-portal.org/smash/get/diva2:1341682/FULLTEXT01.pdf >. Acceso 28 ago. 2022.
PING, C.; SCHELLINGS, G.; BEIJAARD, D. Teacher educators' professional learning: A literature review. Teaching and Teacher Education, v. 75, p 93-104, 2018. Disponible en: < https://doi.org/10.1016/j.tate.2018.06.003 >. Acceso 30 ago. 2022.
PRENGER, R.; POORTMAN, C.; HANDELZALTS, A. The effects of networked professional learning communities. Journal of Teacher Education, v. 70, n. 5, p. 441–452, 2019. Disponible en: < https://doi.org/ 10.1177/0022487117753574 >. Acceso 16 ago. 2022.
AUTOR 2. Título y datos acceso
REICHENBERG, R.; AVISSAR, G.; SAGEE, R. ‘I owe to my tutor much of my professional development’: looking at the benefits of tutoring as perceived by the tutees. Professional Development in Education, v. 41, n. 1, p. 40-56, 2015. Disponible en: < https://doi.org/10.1080/19415257.2013.866974 >. Acceso 30 ago. 2022.
RIVERA, N.; LEDESMA, M. Comunidades profesionales de aprendizaje en un contexto remoto por la emergencia sanitaria. Revista Educa – UMCH, v. 17, n. 1, p. 1-21, 2021. Disponible en: < https://doi.org/10.35756/educaumch.202117.169 >. Acceso 27 ago. 2022.
SILVA, J.; MORALES, M.; LÁZARO, J.; GISBERT, M.; MIRANDA, P.; RIVOIR, A.; ONETTO, A. Digital teaching competence in initial training: Case studies from Chile and Uruguay. Education Policy Analysis Archives, v. 27, p. 93, 2019. Disponible en: <https://doi.org/10.14507/epaa.27.3822>. Acceso 20 ago. 2022.
SCHAAP, H.; LOUWS, M.; MEIRINK, J.; OOLBEKKINK-MARCHAND, H.; VAN DER WANT, A.; ZUIKER, I.; ZUIKERA, I.; ZWART, R.; MEIJER, P. Tensions experienced by teachers when participating in a professional learning community. Professional Development in Education, v. 45, n. 5, p. 814-831, 2019. Disponible en: < https://doi.org/10.1080/19415257.2018.1547781 >. Acceso 15 dic. 2022.
AUTOR 1; PORRAS, J.; AUTOR 3.; AUTOR 2, M. Título y datos acceso 2021.
TONDEUR, J.; SCHERER, R.; BARAN, E.; SIDDIQ, F.; VALTONEN, T.; SOINTU, E. Teacher educators as gatekeepers: Preparing the next generation of teachers for technology integration in education. British Journal of Educational Technology, v. 50, n. 3, p. 1189-1209, 2019. Disponible en: < https://doi.org/10.1111/bjet.12748 >. Acceso 3 set. 2022.
VAILLANT, D.; MARCELO, C. Formación inicial del profesorado: Modelo actual y llaves para el cambio. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, v. 19, n. 4, p. 55-69, 2021. Disponible en: < https://doi.org/10.15366/reice2021.19.4.003 >. Acceso 30 set. 2022.
VANGRIEKEN, K.; Dochy, F.; Raes, E.; KYNDT, E. Teacher collaboration: A systematic review. Educational Research Review, v. 15, p. 17-40, 2015. Disponible en: < https://doi.org/10.1016/j.edurev.2015.04.002 >. Acceso 19 set. 2022.
VANGRIEKEN, K.; MEREDITH, C.; PACKER, T.; KYNDT, E. Teacher communities as a context for professional development: A systematic review. Teaching and Teacher Education, v. 61, p. 47-59, 2017. Disponible en: < https://doi.org/10.1016/j.tate.2016.10.001 >. Acceso 19 set. 2022.
WAN, S. Unpacking the relationship between teachers’ perceptions of professional learning communities and differentiated instruction practice. ECNU Review of Education, v. 3, n. 4, p 694–714, 2020. Disponible en: < https://doi.org/10.1177/2096531120969988 >. Acceso 17 set. 2022.
WESTHEIMER, J. Learning among colleagues. Teacher community and the shared enterprise of education. En: Cochran-Smith, M.; Feiman, S.; McIntyre, D.; Demers, K. (Eds.). Handbook of research on teacher education: enduring questions in changing contexts. 3. ed. New York: Routledge, 2008. Cap. 41, p. 756-783.
ANTINLUOMA, M.; ILOMÄKI, L.; TOOM, A. Practices of professional learning communities. Frontiers in Education, v. 6, art. 617613, 2021. Disponible en: < https://doi.org/10.3389/feduc.2021.617613 >. Acceso 13 ago. 2022.
APARICIO, C.; SEPÚLVEDA, F. Análisis del modelo de comunidades profesionales de aprendizaje a partir de la indagación en experiencias de colaboración entre profesores. Estudios Pedagógicos, v. 44, n. 3, p. 55-73, 2018. Disponible en: < http://dx.doi.org/10.4067/S0718-07052018000300055 >. Acceso 18 ago. 2022.
BOTHA, C.; NEL, C. Purposeful collaboration through professional learning communities: Teacher educators’ challenges. International Journal of Learning, Teaching and Educational Research, v. 21, n. 6, p. 210-225, 2022. Disponible en: < https://doi.org/10.26803/ijlter.21.6.13 >. Acceso 27 dic. 2022.
BUCHANAN, L.; MOODY, A.; FOX, K.; HARGROVE, T.; RONEY, K.; BROPHY, A. Professional learning communities as teacher educator professional development: articulating the impact on pedagogy and student learning. En: ANNUAL MEETING OF THE AMERICAN EDUCATIONAL RESEARCH ASSOCIATION, 2016, Washington: AERA Online Paper Repository, 2016. p. 1-13. Disponible en: < http://www.aera.net/Publications/Online-Paper-Repository/ AERA-Online-Paper-Repository >. Acceso 30 ago. 2022.
AUTOR 3; REBOLLO, M.; PEREZ, M. Títulos y datos acceso. Acceso 2 feb. 2023.
CLARKE, S. Learning communities in education: a matter of diverse definitions, understandings, enactments, and contexts. Professional Development in Education, v. 47, n. 4, p. 557-559, 2021. Disponible en: < https://doi.org/10.1080/19415257.2021.1946744 >. Acceso 15 dic. 2022.
DUFOUR, R. What is a “Professional Learning Community”? ASCD, v. 61, n. 8, 2004. Disponible en: < https://www.ascd.org/el/articles/what-is-a-professional-learning-community >. Acceso 6 set. 2022.
GARCÍA, I.; HIGUERAS, L.; MARTÍNEZ, E. Hacia la implantación de comunidades profesionales de aprendizaje mediante un liderazgo distribuido: Una revisión sistemática. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, v. 16, n. 2, p. 117-129, 2018. Disponible en: < https://www.redalyc.org/articulo.oa?id=55160059007 >. Acceso 30 oct. 2022.
GOLDEN, D. Teacher perceptions of professional learning communities on the instructional climate at Flintville Elementary School in Lincoln County, TN. 2017. 160 p. Tesis (Doctorado en Educación) – Departmento de Liderazgo Educativo y Análsis de Políticas, East Tennessee State University, Johnson City, 2017. Disponible en: < https://dc.etsu.edu/etd/3179 >. Acceso 16 dic. 2022.
GUTMAN, M. Leading a professional learning community for teacher educators: inquiry into college principals’ motives and challenges. Teacher Development, v. 25, n. 3, p. 263-277, 2021. Disponible en: < https://doi.org/10.1080/13664530.2021.1901772 >. Acceso 25 ago. 2022.
HAIRON, S.; TAN, C. Professional learning communities in Singapore and Shanghai: implications for teacher collaboration. Compare: A Journal of Comparative and International Education, v. 47, n. 1, p. 91-104, 2017. Disponible en: < https://doi.org/10.1080/03057925.2016.1153408 >. Acceso 28 ago. 2022.
HARGREAVES, A. Teacher collaboration: 30 years of research on its nature, forms, limitations and effects, Teachers and Teaching, v. 25, n. 5, p. 603-621, 2019. Disponible en: < https://doi.org/10.1080/13540602.2019.1639499 >. Acceso 23 ago. 2022.
MACPHAIL, A.; ULVIK, M.; GUBERMAN, A.; CZERNIAWSKI, G.; OOLBEKKINK, H.; BAIN, Y. The professional development of higher education-based teacher educators: needs and realities. Professional Development in Education, v. 45, n. 5, p. 848-861, 2019. Disponible en: < https://doi.org/10.1080/19415257.2018.1529610 >. Acceso 24 ago. 2022.
MAYER, D.; MITCHELL, J.; SANTORO, N.; WHITE, S. Teacher educators and ‘accidental’ careers in academe: an Australian perspective. Journal of Education for Teaching, v. 37, n. 3, p. 247-260, 2011. Disponible en: < https://doi.org/10.1080/02607476.2011.588011 >. Acceso 17 dic. 2022.
MENDOZA, D.; CEJAS, M.; NAVARRO, M.; FLORES, E.; CASTILLO, K. La eficacia pedagógica en la cultura organizativa escolar y la comunidad profesional de aprendizaje. Uniciencia, v. 35, n. 2, p. 161-175, 2021. Disponible en: < http://dx.doi.org/10.15359/ru.35-2.11 >. Acceso 22 oct. 2022.
OLSSON, D. Improving teaching and learning together. A literature review of professional learning communities. Karlstad: Karlstad University. 2019. Disponible en: < https://www.diva-portal.org/smash/get/diva2:1341682/FULLTEXT01.pdf >. Acceso 28 ago. 2022.
PING, C.; SCHELLINGS, G.; BEIJAARD, D. Teacher educators' professional learning: A literature review. Teaching and Teacher Education, v. 75, p 93-104, 2018. Disponible en: < https://doi.org/10.1016/j.tate.2018.06.003 >. Acceso 30 ago. 2022.
PRENGER, R.; POORTMAN, C.; HANDELZALTS, A. The effects of networked professional learning communities. Journal of Teacher Education, v. 70, n. 5, p. 441–452, 2019. Disponible en: < https://doi.org/ 10.1177/0022487117753574 >. Acceso 16 ago. 2022.
AUTOR 2. Título y datos acceso
REICHENBERG, R.; AVISSAR, G.; SAGEE, R. ‘I owe to my tutor much of my professional development’: looking at the benefits of tutoring as perceived by the tutees. Professional Development in Education, v. 41, n. 1, p. 40-56, 2015. Disponible en: < https://doi.org/10.1080/19415257.2013.866974 >. Acceso 30 ago. 2022.
RIVERA, N.; LEDESMA, M. Comunidades profesionales de aprendizaje en un contexto remoto por la emergencia sanitaria. Revista Educa – UMCH, v. 17, n. 1, p. 1-21, 2021. Disponible en: < https://doi.org/10.35756/educaumch.202117.169 >. Acceso 27 ago. 2022.
SILVA, J.; MORALES, M.; LÁZARO, J.; GISBERT, M.; MIRANDA, P.; RIVOIR, A.; ONETTO, A. Digital teaching competence in initial training: Case studies from Chile and Uruguay. Education Policy Analysis Archives, v. 27, p. 93, 2019. Disponible en: <https://doi.org/10.14507/epaa.27.3822>. Acceso 20 ago. 2022.
SCHAAP, H.; LOUWS, M.; MEIRINK, J.; OOLBEKKINK-MARCHAND, H.; VAN DER WANT, A.; ZUIKER, I.; ZUIKERA, I.; ZWART, R.; MEIJER, P. Tensions experienced by teachers when participating in a professional learning community. Professional Development in Education, v. 45, n. 5, p. 814-831, 2019. Disponible en: < https://doi.org/10.1080/19415257.2018.1547781 >. Acceso 15 dic. 2022.
AUTOR 1; PORRAS, J.; AUTOR 3.; AUTOR 2, M. Título y datos acceso 2021.
TONDEUR, J.; SCHERER, R.; BARAN, E.; SIDDIQ, F.; VALTONEN, T.; SOINTU, E. Teacher educators as gatekeepers: Preparing the next generation of teachers for technology integration in education. British Journal of Educational Technology, v. 50, n. 3, p. 1189-1209, 2019. Disponible en: < https://doi.org/10.1111/bjet.12748 >. Acceso 3 set. 2022.
VAILLANT, D.; MARCELO, C. Formación inicial del profesorado: Modelo actual y llaves para el cambio. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, v. 19, n. 4, p. 55-69, 2021. Disponible en: < https://doi.org/10.15366/reice2021.19.4.003 >. Acceso 30 set. 2022.
VANGRIEKEN, K.; Dochy, F.; Raes, E.; KYNDT, E. Teacher collaboration: A systematic review. Educational Research Review, v. 15, p. 17-40, 2015. Disponible en: < https://doi.org/10.1016/j.edurev.2015.04.002 >. Acceso 19 set. 2022.
VANGRIEKEN, K.; MEREDITH, C.; PACKER, T.; KYNDT, E. Teacher communities as a context for professional development: A systematic review. Teaching and Teacher Education, v. 61, p. 47-59, 2017. Disponible en: < https://doi.org/10.1016/j.tate.2016.10.001 >. Acceso 19 set. 2022.
WAN, S. Unpacking the relationship between teachers’ perceptions of professional learning communities and differentiated instruction practice. ECNU Review of Education, v. 3, n. 4, p 694–714, 2020. Disponible en: < https://doi.org/10.1177/2096531120969988 >. Acceso 17 set. 2022.
WESTHEIMER, J. Learning among colleagues. Teacher community and the shared enterprise of education. En: Cochran-Smith, M.; Feiman, S.; McIntyre, D.; Demers, K. (Eds.). Handbook of research on teacher education: enduring questions in changing contexts. 3. ed. New York: Routledge, 2008. Cap. 41, p. 756-783.
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Published
2023-08-01
How to Cite
TEJERA TECHERA, A.; QUESTA-TORTEROLO, M.; CABRERA BORGES, C. Building communities as an opportunity for teacher professional learning: a case study in Uruguay and Chile: estudio de casos en Uruguay y Chile. Revista da FAEEBA - Educação e Contemporaneidade, [S. l.], v. 32, n. 71, p. 59–73, 2023. DOI: 10.21879/faeeba2358-0194.2023.v32.n71.p59-73. Disponível em: https://revistas.uneb.br/index.php/faeeba/article/view/16693. Acesso em: 20 may. 2024.
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Dossiê Temático 71
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