Reforma vzdělávání v Chile a napětí ve venkovském prostředí
Místní autonomie versus státní kontrola
DOI:
https://doi.org/10.14712/23362189.2024.4563Klíčová slova:
vzdělávací reforma, profesní rozvoj, mikrocentra, rurální vzdělávání, paradoxyAbstrakt
Cílem této studie je v kontextu teorie paradoxu analyzovat napětí a příležitosti, které přináší působení mikrocenter jako prostor pro profesní rozvoj učitelů v rámci reformy vzdělávání. Prostřednictvím kvalitativní studie bylo zjištěno, že jsou přítomny čtyři typy paradoxů: organizace, učení, sounáležitost a výkon a že mikrocentra jsou místem negociace mezi místní autonomií a státní kontrolou.
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