Teacher learning: a compass for pedagogical leadership; El aprendizaje del profesorado: una brújula para el liderazgo pedagógico
Date
Authors
ARAVENA KENIGS, OMAR ANDRES
Villagra-Bravo, Carolina Pilar
Aravena-Kenigs, Omar Andrés
Villagra-Bravo, Carolina Pilar
Aravena-Kenigs, Omar Andrés
Authors
Date
Datos de publicación:
10.47553/rifop.v100i39.1.102512
Keywords
Case Study - Pedagogical Leadership - Pedagogical Practice - Professional Learning - Teacher Assessment
Collections
Abstract
The 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.
Description
Keywords
Case Study , Pedagogical Leadership , Pedagogical Practice , Professional Learning , Teacher Assessment
Citation
10.47553/rifop.v100i39.1.102512