Liderazgo y colaboración entre escuelas: la experiencia de una red autogestionada de mejoramiento escolar en contextos vulnerables

Maldonado, Cristian Oyarzún; Gutiérrez, María de los Ángeles González; González, Rodolfo Soto; Gutierrez, Veronica; Sala, Marcia Morales; Toro, María Ester; Bustos, Ana Urzúa

doi:10.21703/rexe.20201941oyarzun24

Cited by 4 publications

(1 citation statement)

References 25 publications

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“…For this reason, one of the essential elements of the project has been the creation of work networks at the intra-educational and intereducational levels to build a solid commitment between the participants, the candidates and the research team/teachers, that would allow them to reconstruct knowledge and their professional idiosyncrasies together, expanding in this restructuring the horizon of experiences, and knowledge to overcome the classic visions of coordination and/or cooperation between teachers and open up to new alliances in pursuit of a shared educational project (Civís-Zaragoza and Longás-Mayayo, 2015;Parrilla-Latas et al, 2018). Likewise, pedagogical leadership has been essential during this process to safeguard the concerns of teachers in the face of change, a leadership framed in a constructivist and deliberative current among all parties to the project, both in Almería and Guatemala, which has allowed a vision broader and more participative of the entire educational community, favoring the construction of common meanings that lead to a common and inclusive determination of schooling [Lambert et al, 1995, cited in Ainscow (2012, Oyarzún-Madonado et al (2020)].…”

Section: Discussionmentioning

confidence: 99%

Training university teachers in an urban context to educate future teachers in rural Mayan environments: an international cooperation project

Fernández-Larragueta,

Martínez-Martínez,

Muñoz-López

2023

Front. Educ.

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This article is part of an International Cooperation Project funded by the Andalusian Agency for Development Cooperation of the Junta de Andalucía, Spain in collaboration with the Mayan Technological Institute (ITMES) in San Juan de Chamelco-Cobán at the University of San Carlos de Guatemala: 2018UC006 “Maestras y maestros para niñas y niños mayas en zonas rurales diseminadas: formando los formadores.” (Teachers for Mayan girls and boys in remote rural areas: training the trainers). This cooperation project arose from the need of the university unit attached to the University of San Carlos to develop a university degree program in teacher training in bilingual infant and primary education that would consider the characteristics of the communities these new professionals would impact rural Mayan communities. In this sense, ITMES is particularly interesting for three reasons: (1) the unit is attached to the University of San Carlos, the only public university in Guatemala, as a response to the Guatemalan Constitution that indicates the need for a Mayan University; (2) the unit’s distinctive development for the formation and empowerment of Mayan culture; and (3) because its organizational structure combines receiving face-to-face instruction on weekends in the urban campus of San Juan de Chamelco-Cobán, while during the week, students carry out their personal, professional and educational activities in rural areas. Thus, a double dimension has been addressed through this international cooperation project, which has the complex task of training professionals who will work with children in rural areas but who will be trained in San Juan de Chamelco-Cobán, an urban area, the commercial and economic hub of the region, On the one hand, as will be developed further in this article, the selection and initial psycho-pedagogical-curricular training, attention to cultural, gender, and sociological diversity, of university teachers who, in the future, will be entrusted with the implementation and development of a university curriculum in teacher training aimed at and from the inclusion of children from Mayan rural communities. On the other hand, while considering the center’s organizational structure, establishing the fundamental psycho-pedagogical and organizational principles with an inclusive curricular plan will allow the training of teachers whose actions will be carried out in rural Mayan environments. As a starting hypothesis, we consider that in order to provide quality, responsible and inclusive education to children from rural Mayan environments, and beyond the traditionally technical contents that support the training curriculum legislated by the Guatemalan government, it is necessary to approach this reality by linking vitally constructed knowledge and technical contents, so that they can be formulated and reformulated in a relevant way and thus generate powerful knowledge. Thus, there arises a necessity to equip a team of professionals, prospective university teachers, who are sensitive to Mayan needs and attention to diversity, with a deep and relevant knowledge of psycho-pedagogical and curricular aspects, and with a sociological contextual knowledge of the needs of the post-modern, neoliberal and digital world. To this end, our methodology encompasses three levels: (a) the selection of a group of professionals to be trained; (b) contextual analysis of the training needs of the selected group of professionals, thereby facilitating the adaption of the training program to their individual needs and circumstances; and (c) semi-structured and in-depth interviews with seven female and nine male leaders of Mayan communities. These leaders were selected using a non-probabilistic intentional sampling method, which was collaboratively determined with the ITMES team. During these interactions, we extensively explored their perspectives on Mayan identity, as well as their perceptions of the educational system and its impact on the formation of their identity as a person and as Mayans. Through the integration of these three components, we have obtained invaluable insights into (a) the evolving training needs of the instructional team and (b) the socio-educational pressures experienced by Mayan women, and the significance of “Mayan being” as an aspect of identity. This emergent data has informed the development of a comprehensive psycho-pedagogical, curricular and sociological training plan that underpins the content of this article. Thus, for the selection of the training team, the following aspects were considered: knowledge of Mayan culture and experience in rural Mayan contexts and relationship with the educational-school world. The selection resulted in a total of 29 candidates, 18 women and 11 men, with whom the training was carried out. Regarding the initial training plan for university teachers, and after the contextual analysis, we consider it necessary to correlate three dimensions: (1) the psycho-pedagogical nature of the technical dimension. In this sense, the plan has addressed aspects related to the conceptualization of teaching, and of learning and the development of the fundamental aspects of the curriculum; (2) the idiosyncratic dimension of rural Mayan communities, beyond being a transversal axis, has also been incorporated into the plan. We incorporated analyses related to gender, in general, and gender in schools, making a triangulation with the emerging knowledge from the interviews and the conceptualization of inclusion and Mayan identity as the backbone of a quality education; and (3) the post-modern sociological dimension of today’s societies. Finally, a flexible and emerging training plan of the Mayan idiosyncrasy has been designed that allows its applicability in other similar sociological contexts, adapting the plan to the individual training needs of each context.

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Section: Discussionmentioning

confidence: 99%

Training university teachers in an urban context to educate future teachers in rural Mayan environments: an international cooperation project

Fernández-Larragueta,

Martínez-Martínez,

Muñoz-López

2023

Front. Educ.

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Conditioning factors for the scientific productivity of undergraduate students of health sciences at a private Peruvian University: A cross-sectional analytical study

Bonilla-Asalde,

Rivera-Lozada,

Rivera-Lozada

2024

F1000Res

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Background The objective of this study was to determine the conditioning factors for scientific research productivity in university students of health sciences. Methods A cross-sectional analytical observational study was conducted. The study population was 4104 students enrolled during the 2021-I semester in the Faculty of Health Sciences of a private Peruvian university. A sample size of 400 students was determined and a stratified probability sampling was used. The variables were measured through surveys. The dependent variable was scientific research productivity, and the independent variables were institutional culture, knowledge management and technological capital. Summary measures are reported according to the type of variable. The chi-square test with a significance level of p<0.05 was applied to assess the association between the variables of interest. A multiple logistic regression analysis was performed using the Stepwise method. Prevalence ratios (PR) with their respective 95% confidence intervals (95%CI) were calculated. Results From the total of 400 students, 74.5% were male, 57.25% were aged between 18 and 27 years, 17% belonged to the school of human medicine and 72% were in their sixth year of studies. Scientific research productivity was associated with management commitment (PR=1.493; 95%CI: 1.077–2.068, p=0.015), sense of personal growth (PR=1.632; 95%CI: 1.041–2.558; p=0.024), recognition by the university (PR=1.385; 95%CI: 1.012–1.896; p=0.043), strategic alliances (PR=1.422; 95%CI: 1.032–1.959; p=0. 03), having research proposals (PR=1.522; 95%CI: 1.114–2.08; p=0.009), dissemination of results obtained (PR=1.542; 95%CI: 1.12–2.122; p=0.01), availability of human resources (PR=1.591; 95%CI: 1.165–2.173; p=0.004), access to equipment and software (PR=1.482; 95%CI: 1.061–2.069; p=0.018) and to laboratories (PR=1.438; 95%CI: 1.047–1.974; p=0.024). Conclusion It is concluded that the research productivity of undergraduate students of health sciences is low. It is necessary to strengthen research promotion measures in universities for the control and monitoring of students’ scientific participation.

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Enhancing Teacher Leadership for Collaborative Networks

Berral-Ortiz

Lucena

Reche

et al. 2022

Instilling Diversity and Social Inclusion Practices in Teacher Education and Curriculum Development

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Currently, among the new challenges of educational organizations in a technological society, there is a drive towards pedagogical or teacher-centered leadership, which brings together collaborative or networked work capable of responding to emerging challenges. Thus, the purpose of this chapter focuses on analyzing the role of this leadership from a theoretical approach, first determining the main roles and competencies within pedagogical leadership, as well as the challenges of organizations in the current digital era, and second, identifying collaborative networks delimiting their main characteristics and highlighting the importance of personal, emotional leadership to promote sustainable organizations, as one of the fundamental axes, delimited in the 2030 Agenda. Finally, it concludes with contributions for teaching improvement and collaborative networks by determining the key points, such as the need to rethink the current management and leadership, as well as the need to enhance the collaborative networking of the centers.

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Liderazgo y colaboración entre escuelas: la experiencia de una red autogestionada de mejoramiento escolar en contextos vulnerables

Cited by 4 publications

References 25 publications

Training university teachers in an urban context to educate future teachers in rural Mayan environments: an international cooperation project

Training university teachers in an urban context to educate future teachers in rural Mayan environments: an international cooperation project

Conditioning factors for the scientific productivity of undergraduate students of health sciences at a private Peruvian University: A cross-sectional analytical study

Enhancing Teacher Leadership for Collaborative Networks

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