Teacher learning: a compass for pedagogical leadership; El aprendizaje del profesorado: una brújula para el liderazgo pedagógico

Simple item page
datacite.alternateIdentifier.citationRevista Interuniversitaria de Formación del Profesorado, 100 (39.1), 308-289, 2025
datacite.alternateIdentifier.doi10.47553/rifop.v100i39.1.102512
datacite.alternateIdentifier.issn2530-3791
datacite.creatorVillagra-Bravo, Carolina Pilar
datacite.creatorAravena-Kenigs, Omar Andrés
datacite.date2025
datacite.rightsAcceso abierto
datacite.subjectCase Study
datacite.subjectPedagogical Leadership
datacite.subjectPedagogical Practice
datacite.subjectProfessional Learning
datacite.subjectTeacher Assessment
datacite.titleTeacher learning: a compass for pedagogical leadership; El aprendizaje del profesorado: una brújula para el liderazgo pedagógico
dc.contributor.authorARAVENA KENIGS, OMAR ANDRES
dc.date.accessioned2025-10-06T14:22:07Z
dc.date.available2025-10-06T14:22:07Z
dc.description.abstractThe aim of the study is to explain how pedagogical leadership practices promote teacher learning from a school-based training approach. This is a case study with a qualitative methodology and a descriptive scope carried out with a constructionist grounded theory approach. The participants were ten classroom teachers and two school directors in Chile. We applied interviews and discussion groups to collectively define leadership practices related to professional learning and inquire into teachers' opinions on these practices. The results first depict five pedagogical leadership practices that are recognized in the school because of their influence in strengthening professional learning. Secondly, we can explain, based on the teachers opinions, the implications of these practices in the class design and planification process, their contribution to collaborative and professional investigation, and the creation of a professional learning culture. We conclude on the relevance of meeting teachers training needs in a contextual fashion, as they are the compass that guides pedagogical leadership in 21st Century schools. © 2025 Elsevier B.V., All rights reserved.
dc.description.ia_keywordleadership, practices, learning, pedagogical, teachers, professional, school
dc.formatPDF
dc.identifier.issn0213-8646
dc.identifier.urihttps://repositoriodigital.uct.cl/handle/10925/6946
dc.language.isoes
dc.publisherAufop
dc.relationinstname: ANID
dc.relationreponame: Repositorio Digital RI2.0
dc.rights.driverinfo:eu-repo/semantics/openAccess
dc.sourceRevista Interuniversitaria de Formación del Profesorado
dc.subject.ia_odsODS 4: Educación de calidad
dc.subject.ia_oecd1nCiencias Sociales
dc.subject.ia_oecd2nEducación
dc.subject.ia_oecd3nEducación General
dc.type.driverinfo:eu-repo/semantics/article
dc.type.driverhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.type.openaireinfo:eu-repo/semantics/publishedVersion
dspace.entity.typePublication
oaire.citationEdition2025
oaire.citationEndPage308
oaire.citationIssue39.1
oaire.citationStartPage289
oaire.citationTitleRevista Interuniversitaria de Formación del Profesorado
oaire.citationVolume100
oaire.fundingReferenceANID FONDECYT 11200738 (Iniciación)
oaire.licenseConditionObra bajo licencia Creative Commons Atribución-No Comercial-Sin Derivadas 4.0 Internacional
oaire.licenseCondition.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/deed.es
oaire.resourceTypeArtículo
oaire.resourceType.enArticle
relation.isAuthorOfPublication612699c8-4b8e-4c03-9ee3-1c5ee608ce4b
relation.isAuthorOfPublication.latestForDiscovery612699c8-4b8e-4c03-9ee3-1c5ee608ce4b
uct.catalogadorjvu
uct.comunidadDesarrollo e Innovación Docenteen_US
uct.departamentoDepartamento Educación e Innovación
uct.facultadFacultad de Educación
uct.indizacionScopus
uct.indizacionEmerging Sources Citation Index - ESCI
uct.indizacionDialnet
uct.indizacionLatindex
uct.indizacionERIC
Files
Collections
Pedagogía