Collaborative inquiry networks: the challenge to promote network leadership capacities in Chile

Pino-Yancovic, Mauricio; Ahumada, Luis

doi:10.1080/13632434.2020.1716325

Cited by 15 publications

(21 citation statements)

References 30 publications

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“…There are several examples in the literature that describe collaboration and networking in education (Azorín, 2021 ; Griffiths et al, 2021 ; Nguyen and Ng, 2020 ; Paju et al, 2021 ; Pino-Yancovic & Ahumada, 2020 ; Rincón-Gallardo et al, 2019 ; Sherer et al, 2020 ). Although we have argued at the beginning that collaboration has not developed fully enough in previous decades, the pulsar that emerged in the context of the pandemic heralds a new era.…”

Section: Navigating Towards Collaboration In Educationmentioning

confidence: 99%

Leading new, deeper forms of collaborative cultures: Questions and pathways

Abellán

Fullan²

2022

J Educ Change

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The pandemic has made deeper problems more transparent and has stimulated many to realize that there may be an opportunity over the next period to pursue much needed innovations in learning. In this essay we describe the ways in which the pandemic has provided the conditions for new human development that joins two powerful forces: the pulsar model which elevates human potential with respect to student learning, and new, deeper forms of collaboration that have long eluded those interested in system change. In this article we show how ‘spirit work’ and collaboration can combine to develop schools systems that are essential for coping with the new post-pandemic conditions facing humanity. We also identify spinoff opportunities arising from the pandemic, and a corresponding pressure that could generate more widespread system improvement designed to improve learning for all, including advances in both equity and excellence.

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Section: Navigating Towards Collaboration In Educationmentioning

confidence: 99%

Leading new, deeper forms of collaborative cultures: Questions and pathways

Abellán

Fullan²

2022

J Educ Change

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Section: Implementing a Collaborative Inquiry Network Program During ...mentioning

confidence: 99%

“…Chile has a long tradition of developing school networks (Ahumada et al, 2020), nevertheless, these networks face many challenges (Pino-Yancovic et al, 2019a,b). A recent study of the JPCC 7,4 School Improvement Networks, which is a national strategy to support the professional capital of school leaders, concludes that headteachers require specific capacities to lead networks and many networks lack a clear and meaningful methodology to support this work (Pino-Yancovic et al, 2020). The collaborative inquiry network has been defined as a participatory and collective model, focused on joint research into the professional practices of teachers, headteachers, and curriculum coordinators to improve the teaching and learning processes (Ainscow et al, 2016;Chapman et al, 2016).…”

Section: Implementing a Collaborative Inquiry Network Program During ...mentioning

confidence: 99%

“…Successful networks require a clear work methodology, based on a form of inquiry, that allows the generation and mobilization of knowledge among its participants (Poortman and Brown, 2018;Pino-Yancovic and Ahumada, 2020;Stoll et al, 2006). An essential aspect of networks is the development of collaborative activities among its members, which involves the existence of professional trust and shared responsibility (co-responsibility) (Chapman, 2015;Duffy and Gallagher, 2017;Katz and Earl, 2010).…”

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confidence: 99%

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Collaborating inside and outside the school: together overcoming COVID-19 challenges in Chile

Pino-Yancovic

Ahumada

DeFerrari

et al. 2022

JPCC

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PurposeThis research paper explores the value of collaborative inquiry networks of headteachers and curriculum coordinators to cope with 2020's coronavirus pandemic in Chile. Specifically, the authors describe the main challenges that networks identify in their contexts, the collaborative practices performed by different schools to address these challenges, and the influence of the networks on the innovative responses of teachers in their own schools.Design/methodology/approachThis is a mixed-method study from a complementary stance using different methods and data of a project implemented with a total of 54 headteachers and curriculum coordinators. The data sources were participants' individual reports, the network teams' reports of their collaborative inquiry projects, and a short open-ended questionnaire responded by teachers that did not participate directly in the networks but benefited from their work. The data were analyzed using content analysis, categories were created to organize and describe the main findings.FindingsParticipants of the networks reported that their active participation in the collaborative inquiry allows them to share knowledge among different schools and has helped them to support innovative practices in their own schools. Specifically, they have reported that collaborating has permitted them to maintain a pedagogical focus, foster distributed leadership within the school communities, provide them with greater autonomy, and develop skills to favor the emotional containment of their teams. Inquiry teams perform diverse collective practices; they designed and applied virtual surveys, planned and implemented virtual workshops with teachers, and generated meaningful reflection about formative assessment and pedagogical practices.Originality/valueThis work offers insights into how the Chilean school system has responded to COVID-19 challenges and shows how despite the negative aspects of the pandemic, it has become an opportunity to recognize and enhance teachers' professional development through the collaboration among different schools. Most headteachers and curriculum coordinators reported that an active collaborative inquiry changed how they used to think about their leadership and strengthened the value of professional relationships to address extremely difficult challenges as a result of the pandemic. These lessons can be taken for the future, to rethink and rebuild educational systems.

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“…Given high levels of mistrust within the Chilean education system (Conejeros et al 2010) including between students and government (Salinas and Fraser 2012) the development of trust and strong relationships between partners and sectors would seem an important first step in reimagining initial teacher education. There are some recent examples of emerging collaborative practices that indicate there is some hope for this type of approach within the Chilean system (Yancovic et al 2020). Furthermore, recent education reforms including new structural arrangements for school and system governance, new regulations for ITE, legislation for teaching careers seem to open up some spaces for the integration of collaborative and more systemic approaches.…”

Section: Taking Each In Turnmentioning

confidence: 99%