Educational Reform in Chile
Local autonomy versus state control, tensions in the rural context
DOI:
https://doi.org/10.14712/23362189.2024.4563Keywords:
educational reform, professional development, microcentres, rural education, paradoxesAbstract
This study aims to analyse, within the context of paradox theory, the tensions and opportunities introduced by the meetings of microcentres, as spaces for teacher professional development within an educational reform. After a qualitative study, it was concluded that four types of paradox are present: organisation, learning, belonging, and performance. Additionally, the microcentres are sites of negotiation between local autonomy and state control.
References
Ackerman, K. B., Whitney, T., & Samudre, M. D. (2022). The effectiveness of a peer coaching intervention on co-teachers' use of high leverage practices. Preventing School Failure: Alternative Education for Children and Youth, 67(1), 27-38.
https://doi.org/10.1080/1045988X.2022.2070591
Ardoin, N. M. (2006). Toward an interdisciplinary understanding of place: Lessons for environmental education. Canadian Journal of Environmental Education, 11(1), 112-126.
Ardoin, N. M., Schuh, J. S., & Gould, R. K. (2012). Exploring the dimensions of place: A confirmatory factor analysis of data from three ecoregional sites. Environmental Education Research, 18(5), 583-607.
https://doi.org/10.1080/13504622.2011.640930
Ávalos, B. (2003). Desarrollo Docente en el Contexto de la Institución Escolar. Los Microcentros Rurales y Los Grupos Profesionales de Trabajo en Chile. IDB Publications (Working Papers) 2394, Inter-American Development Bank.
https://doi.org/10.18235/0011935
PMCid:PMC4764670
Beech, N., Burns, H., de Caestecker, L., MacIntosh, R., & MacLean, D. (2004). Paradox as invitation to act in problematic change situations. Human Relations, 57(10), 1313-1332.
https://doi.org/10.1177/0018726704048357
Berti, M., & Simpson, A. V. (2021). The dark side of organizational paradoxes: The dynamics of disempowerment. Academy of Management Review, 46(2), 252-274.
https://doi.org/10.5465/amr.2017.0208
Brown, C. (2023). Exploring the current context for Professional Learning Networks, the conditions for their success, and research needs moving forwards. Emerald Open Research, 1(3).
https://doi.org/10.1108/EOR-03-2023-0001
Clegg, S. R., da Cunha, J. V., & e Cunha, M. P. (2002). Management paradoxes: A relational view. Human Relations, 55(5), 483-503.
https://doi.org/10.1177/0018726702555001
Concha, C., & García-Huidobro, J. E. (2020). La educación pública, una construcción histórica. Horizontes y propuestas para transformar el sistema educativo chileno (pp. 278-299). Santiago: Ediciones BCN.
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Palo Alto, CA: Learning Policy Institute.
https://doi.org/10.54300/122.311
Donoso-Díaz, S. (2021). Los nuevos servicios locales de Educación Pública de Chile: desafíos del proceso de implementación inicial. Ensaio: Avaliação e Políticas Públicas em Educação, 29(111), 378-398.
https://doi.org/10.1590/s0104-40362020002802691
Donoso-Diaz, S., Araya, D. R., & Rojas, Ó. A. (2021). Análisis de la Implementación Financiera de la Reforma del Sistema de Educación Pública Escolar Chileno (2018-2020). RELAPAE: Revista Latinoamericana de Políticas y Administración de la Educación, 15(8), 23-37.
Glover, T. A., Nugent, G. C., Chumney, F. L., Ihlo, T., Shapiro, E. S., Guard, K., Koziol, N., & Bovaird, J. (2016). Investigating rural teachers' professional development, instructional knowledge, and classroom practice. Journal of Research in Rural Education, 31(3).
Golden, A. K., Hemmeter, M. L., Edmonds, M., & Ledford, J. R. (2021). Reciprocal peer coaching and teaching teams' use of pyramid model practices. Journal of Early Intervention, 43(3), 255-274.
https://doi.org/10.1177/1053815121993225
Herrington, A., Herrington, J., Kervin, L., & Ferry, B. (2006). The design of an online community of practice for beginning teachers. Contemporary Issues in Technology and Teacher Education [Online serial], 6(1), 120-132.
Jarzabkowski, P., Lê, J. K., & Van de Ven, A. H. (2013). Responding to competing strategic demands: How organizing, belonging, and performing paradoxes coevolve. Strategic Organization, 11(3), 245-280.
https://doi.org/10.1177/1476127013481016
Kennedy, M. M. (2016). How does professional development improve teaching? Review of Educational Research, 86(4), 945-980.
https://doi.org/10.3102/0034654315626800
King, J. E., & Yin, J. (2022). The alternative teacher certification sector outside higher education: 2022 update. Center for American Progress.
Knight, E., & Paroutis, S. (2017). Becoming salient: The TMT leader's role in shaping the interpretive context of paradoxical tensions. Organization Studies, 38(3-4), 403-432.
https://doi.org/10.1177/0170840616640844
Lay, C. D., Allman, B., Cutri, R. M., & Kimmons, R. (2020). Examining a decade of research in online teacher professional development. Frontiers in Education, 5, 573129.
https://doi.org/10.3389/feduc.2020.573129
Lewis, M. W. (2000). Exploring paradox: Toward a more comprehensive guide. Academy of Management Review, 25(4), 760-776.
https://doi.org/10.2307/259204
Lewis, M. W., & Smith, W. K. (2014). Paradox as a metatheoretical perspective: Sharpening the focus and widening the scope. Journal of Applied Behavioral Science, 50(2), 127-149.
https://doi.org/10.1177/0021886314522322
Lindblom, C. E. (1965). The intelligence of democracy. New York: Free Press.
Liu, X., Li, Y., & Chen, C. (2024). The professional development of rural teachers in China based on their relationship with "left-behind" children. Asia-Pacific Journal of Teacher Education, 52(1), 64-81.
https://doi.org/10.1080/1359866X.2023.2231860
Lüscher, L. S., & Lewis, M. W. (2008). Organizational change and managerial sensemaking: Working through paradox. Academy of Management Journal, 51(2), 221-240.
https://doi.org/10.5465/amj.2008.31767217
McConnell, T. J., Parker, J. M., Eberhardt, J., Koehler, M. J., & Lundeberg, M. A. (2013). Virtual professional learning communities: Teachers' perceptions of virtual versus face-to-face professional development. Journal of Science Education & Technology, 22(3), 267-277.
https://doi.org/10.1007/s10956-012-9391-y
Muñoz Stuardo, G. (2021). Sense-making y liderazgo escolar en el inicio de una reforma a gran escala: el caso de la Nueva Educación Pública en Chile. Profesorado. Revista de Currículum y Formación de Profesorado, 25(3), 111-135.
https://doi.org/10.30827/profesorado.v25i3.22668
Pan, Z. (2021). Paradoxical leadership and organizational citizenship behaviour: The serial mediating effect of a paradoxical mindset and personal service orientation. Leadership & Organization Development Journal, 42(6), 869-881.
https://doi.org/10.1108/LODJ-08-2020-0351
Perdomo-Díaz, J., Rojas, C., & Felmer, P. (2018). La resolución de problemas como estrategia de desarrollo profesional docente: Tensiones que se generan en el profesor. Educatio Siglo XXI, 36(3), 101-122.
https://doi.org/10.6018/j/349931
Rivas, A., y Sánchez, B. (2020). Race to the classroom: the governance turn in Latin American education. The emerging era of accountability, control and prescribed curriculum. Compare: A Journal of Comparative and International Education, 52(2), 250-268.
https://doi.org/10.1080/03057925.2020.1756745
Şahin, A., Soylu, D., Jafari, M. B. (2024). Professional development needs of teachers in rural schools. Iranian Journal of Educational Sociology, 7(1), 219-225.
Schaap, L., & Vanlommel, K. (2024). Why so many change efforts fail: using paradox theory as a lens to understand the complexity of educational change. International Journal of Leadership in Education, 1-14.
https://doi.org/10.1080/13603124.2023.2298210
Schad, J., Lewis, M. W., Raisch, S., & Smith, W. K. (2016). Paradox research in management science: Looking back to move forward. Academy of Management Annals, 10(1), 5-64.
https://doi.org/10.5465/19416520.2016.1162422
Smith, W. K., & Lewis, M. W. (2011). Toward a theory of paradox: A dynamic equilibrium model of organizing. Academy of Management Review, 36(2), 381-403.
https://doi.org/10.5465/AMR.2011.59330958
Sundaramurthy, C., & Lewis, M. (2003). Control and collaboration: Paradoxes of governance. Academy of Management Review, 28(3), 397-415.
https://doi.org/10.2307/30040729
Torelli, J. N., Noel, C. R., Morris, K. A., & Hendrickson, E. B. (2024). Evaluating the effects of online instruction and virtual peer coaching on rural teachers' use of behavior-specific praise. Rural Special Education Quarterly, 43(1), 3-13.
https://doi.org/10.1177/87568705231214781
Trillo, F., Nieto, J. M., Martínez Domínguez, B., & Escudero, J. M. (2017). El desarrollo profesional y la colaboración docente: Un análisis situado en el contexto español de las tensiones y fracturas entre la teoría y la práctica. Archivos Analíticos de Políticas Educativas, 25(117).
https://doi.org/10.14507/epaa.25.3316
Uribe, M., Galdames, S., & Obregón, J. L. (2022). Desarrollo del Liderazgo intermedio como estrategia de mejora del sistema educativo: primeros hallazgos sobre necesidades formativas para liderar los Servicios Locales de Educación Pública. Revista de Liderazgo Educacional, (1), 66-84.
https://doi.org/10.29393/RLE1-4DLMJ30004
Viancos-González, P., Ganga Contreras, F., & y Valdés-Montecinos, M. (2023). Servicios locales de educación en Chile: Análisis a partir de la teoría de agencia. Revista Venezolana de Gerencia, 28(104), 1603-1626.
https://doi.org/10.52080/rvgluz.28.104.14
Viñao, A. (2006). El éxito o fracaso de las reformas educativas: condicionantes, limitaciones, posibilidades. In J. Sacristán (Ed.), La reforma necesaria: entre la política educativa y la práctica escolar (pp. 43-60). Morata.
Washington, S. A., & O'Connor, M. T. (2020). Collaborative professionalism across cultures and contexts: Cases of professional learning networks enhancing teaching and learning in Canada and Colombia. In Schnellert, L. (Ed.) Professional learning networks: Facilitating transformation in diverse contexts with equity-seeking communities (Emeral Professional learning Network Series) (pp. 17-47). Leeds: Emerald.
https://doi.org/10.1108/978-1-78769-891-820201005
PMid:32876547
