Leadership for Deep Learning: An Experience of Reshaping the Vision of Learning
DOI:
https://doi.org/10.22235/pe.v17i1.3722Keywords:
leadership, deep learning, vision of learning, accountability, collaborationAbstract
Contemporary society poses unprecedented challenges to education. We live in a global and varied environment, where not only access to knowledge is essential, but also the development of cognitive and interpersonal skills in students. Educational institutions must adapt to this context, which requires far-sighted leaders to transform the vision of learning. Current reforms, focused on performance and short-term goals, can hinder collaborative and democratic leadership. This qualitative study describes the results of the first phase of implementation of a deep learning facilitation program in educational institutions in Chile, focusing on understanding the resignification of the vision of learning, learning and challenges for school leaders in the period studied. From interviews, surveys and evaluations, it is reported that most understand deep learning, but with variations in its implementation. It also identifies the learnings and challenges of leadership teams, key aspects at the organizational level. The study reveals the challenges and achievements of leadership teams and the critical points at the organizational level, which leads to reflect on current educational practices and the structure of educational systems.
Downloads
References
Anderson, S. (2010). Liderazgo directivo: claves para una mejor escuela. Psicoperspectivas, 9(2), 34–52. https://doi.org/10.5027/psicoperspectivas-Vol9-Issue2-fulltext-127
Ávalos, B. (2006). Currículo y desarrollo profesional docente. Revista Prelac, 3, 104-111. https://unesdoc.unesco.org/ark:/48223/pf0000151590.locale=es
Ávalos, B. (2007). Formación docente continua y factores asociados a la política educativa en América Latina y el Caribe. Banco Interamericano de Desarrollo. https://publications.iadb.org/es/formacion-docente-continua-y-factores-asociados-la-politica-educativa-en-america-latina-y-el-caribe
Azevedo, J. P. W. de, Rogers, F. H., Ahlgren, S. E., Cloutier, M. E., Chakroun, B., Chang, G.-C., Mizunoya, S., Reuge, N. J., Brossard, M., & Bergmann, J. L. (2021). The State of the Global Education Crisis: A Path to Recovery (Vol. 2): Executive Summary (Spanish). World Bank Group. http://documents.worldbank.org/curated/en/402111638769366449/Executive-Summary
Bellei, C. (2023). Habilidades y competencias para el siglo 21 en la educación chilena. Conceptos, límites y prácticas innovadoras. Cuaderno de Apoyo a la Mejora Escolar + COMUNIDAD, 4(4), 5-12. https://centromascomunidad.cl/wp-content/uploads/2023/09/Cuaderno-4.pdf
Bellei, C., & Morawietz, L. (2016). Strong Content, Weak Tools: Twenty-First-Century Competencies in Chilean Educational Reform. En F. M. Reimers, & C. Chung (Eds.), Teaching and Learning for the Twenty-First Century (pp. 69-92). Harvard Education Press.
Bolívar, A. (2010). El liderazgo educativo y su papel en la mejora: una revisión actual de sus posibilidades y limitaciones. Psicoperspectivas. Individuo y Sociedad, 9(2), 9-33. https://doi.org/10.5027/psicoperspectivas-vol9-issue2-fulltext-112
Corbin, J., & Strauss, A. (2015). Basics of qualitative research: techniques and procedures for developing grounded theory (4.ª ed.). Sage.
Delors, J. (Comp.). (1996). La Educación encierra un tesoro, informe a la UNESCO de la Comisión Internacional sobre la Educación para el Siglo XXI. Ediciones Unesco. https://unesdoc.unesco.org/ark:/48223/pf0000109590_spa.locale=es
Elacqua, G., Martínez, M., Santos, H., & Urbina, D. (2016). Short-run effects of accountability pressures on teacher policies and practices in the voucher system in Santiago, Chile. School Effectiveness and School Improvement, 27(3), 385-405. https://doi.org/10.1080/09243453.2015.1086383
Espínola, V., Treviño, J., Guerrero, M., & Martínez, J. (2017). Liderazgo para la mejora en escuelas vulnerables: Prácticas asociadas al cumplimiento de metas de aprendizaje. Estudios Pedagógicos, 43(1), 87-106. https://doi.org/10.4067/S0718-07052017000100006
Fink, D. (2019). Hacia un liderazgo sostenible, más profundo, más prolongado, más amplio. Revista Eletrônica de Educação, 13(1), 182–195. https://doi.org/10.14244/198271993071
Fullan, M. (2007). The New Meaning of Educational Change. Routledge.
Fullan, M., & Langworthy, M. (2014). Una rica veta: cómo las nuevas pedagogías logran el aprendizaje en profundidad. Pearson.
Fullan, M., Quinn, J., McEachen, J., Gardner, M., & Drummy, M. (2021). Sumergirse en el aprendizaje profundo: Herramientas atractivas. Morata.
Hallinger, P. (2005). Instructional leadership and the school principal: A passing fancy that refuses to fade away. Leadership and Policy in Schools, 4(3), 221–239. https://doi.org/10.1080/15700760500244793
Hallinger, P., & Heck, R. H. (1996). Reassessing the principal's role in school effectiveness: A review of the empirical research, 1980-1995. Educational Administration Quarterly, 32(1), 5- 44.
Harris, A. (2008). Distributed leadership: according to the evidence. Journal of Educational Administration, 46(2), 172-188. https://doi.org/10.1108/09578230810863253
Horn, A., & Marfán, J. (2010). Relación entre liderazgo educativo y desempeño escolar: Revisión de la investigación en Chile. Psicoperspectivas, 9(2), 82-104. https://doi.org/10.5027/psicoperspectivas-Vol9-Issue2-fulltext-116
Kose, B. W. (2011). Developing a Transformative School Vision: Lessons From Peer-Nominated Principals. Education and Urban Society, 43(2), 119-136. https://doi.org/10.1177/0013124510380231
Leithwood, K., Day, C., Sammons, P., Harris, A., & Hopkins, D. (2006). Successful School Leadership. What it Is and How it Influences Pupil Learning. National College for School Leadership; University of Nottingham.
Leithwood, K., Harris, A., & Hopkins, D. (2020) Seven strong claims about successful school leadership revisited. School Leadership & Management, 40(1), 5-22 https://doi.org/10.1080/13632434.2019.1596077
Maldonado-Sánchez, M., Aguinaga-Villegas, D., Nieto-Gamboa, J., Fonseca-Arellano, F., Shardin-Flores, L., & Cadenillas-Albornoz, V. (2019). Learning Strategies for the Development of the Autonomy of Secondary School Students. Propósitos y Representaciones, 7(2), 428–439. https://doi.org/10.20511/pyr2019.v7n2.290
Martínez, M., & McGrath, D. (2014). Deeper learning: How eight innovative public schools are transforming education in the twenty-first century. The New Press.
Ministerio de Educación. (2015). Marco para la Buena Dirección y el Liderazgo Escolar. https://epja.mineduc.cl/wp-content/uploads/sites/43/2016/05/201511131613560.MBDLE_2015.pdf
Ministerio de Educación. (2022). Resultados Nacionales Evaluación Docente 2021. https://cpeip.cl/wp-content/uploads/2022/12/Resultados-Evaluacion-Docente-2021.pdf
Ministerio de Educación. (2023). Plan de reactivación educativa 2023. Secretaría de reactivación educativa. https://www.mineduc.cl/plan-de-reactivacion-educativa-2023/
Montecinos, C., Ahumada, L., Galdames, S., Campos, F., & Leiva, M. (2015). Targets, threats and (dis)trust: The managerial troika for public school principals in Chile. Education Policy Analysis Archives, 23(87). https://doi.org/10.14507/epaa.v23.2083
Murphy, J., & Torre, D. (2015). Vision: Essential scaffolding. Educational Management Administration & Leadership, 43(2), 177-197. https://doi.org/10.1177/1741143214523017
Nehring, J., Charner-Laird, M., & Szczesiul, S., (2019). Redefining Excellence: Teaching in Transition, From Test Performance to 21st Century Skills. NASSP Bulletin, 103(1), 5-31. https://doi.org/10.177/019263519830772
Pan, Q., Zhou, J., Yang, D., Shi, D., Wang, D., Chen, X., & Liu, J. (2023). Mapping Knowledge Domain Analysis in Deep Learning Research of Global Education. Sustainability, 15, 3097. https://doi.org/10.3390/su15043097
Parcerisa, L., & Falabella, A. (2017). La consolidación del Estado evaluador a través de políticas de rendición de cuentas: Trayectoria, producción y tensiones en el sistema educativo. Education Policy Analysis Archives, 25(89), 1-24. https://doi.org/10.14507/epaa.25.3177
Pérez Serrano, G. (2002). Investigación Cualitativa. Retos e interrogantes. Métodos (Tomo I). La Muralla
Quinn, J., McEachen, J., Fullan, M., Gardner, M., & Drummy, M. (2019). Dive into deep learning: Tools for engagement. Corwin Press.
Quiroga, A. L., & Lara, O. E. (2022). El Aprendizaje Profundo como herramienta para cambio en la visión de aprendizaje de una cultura. Revista Educación Las Américas, 12(1), 1-15. https://doi.org/10.35811/rea.v12i1.201
Richardson, W. (2013). Students first, not stuff. Educational Leadership, 70(6), 10–14. https://www.ascd.org/el/articles/students-first-not-stuff
Rivero, R. de M., Yañez, T., & Hurtado, C. (2019). Preparación para ejercer un liderazgo efectivo en Chile: Estudio de opinión a directores a partir del Marco para la Buena Dirección. Archivos Analíticos de Políticas Educativas, 27(117). https://doi.org/10.14507/epaa.27.4391
Robinson, V., Lloyd, C., & Rowe, K. (2008). The impact of leadership on student outcomes: An analysis of the differential effect of leadership types. Educational Administration Quarterly, 44(5), 635–674. https://doi.org/10.1177/0013161X08321509
Rojas, J., & Carrasco, D. (2021). Cambios en las prácticas de liderazgo escolar bajo un sistema de accountability: El caso de Chile. Archivos Analíticos de Políticas Educativas, 29, 153. https://doi.org/10.14507/epaa.29.5673
Rojas-Bravo, J., & Fuentes, P. (2022). ¿Qué hacen los líderes educativos para la instalación de una práctica de uso de datos para la toma de decisiones? Revista de Liderazgo Educacional, 2, 91-109. https://doi.org/10.29393/RLE2-5QHRF20005
Schweingruber, H., Keller, T., & Quinn, H. (Eds.). (2012). A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. National Research Council. Committee on a Conceptual Framework for New K-12 Science Education Standards. The National Academic Press.
Stake, R. E. (2010). Investigación con estudios de caso. Morata.
Tuytens, M., Vekeman, E., & Devos, G. (2023). A focus on students’ and teachers’ learning through strategic human resource management. School Effectiveness and School Improvement, 34(2), 247-270. https://doi.org/10.1080/09243453.2023.2172049
Valentine, J., & Prater, M. (2011). Instructional, Transformational, and Managerial Leadership and Student Achievement: High School Principals Make a Difference. NASSP Bulletin, 95(1), 5-30. https://doi.org/10.1177/0192636511404062
Zeiser, K., Brodziak de los Reyes, I., & Yang, R (2020). Equitable Opportunities for Deeper Learning: Exploring Differences Between Traditional and Network Schools. American Institute for Research.
Zeiser, K., Taylor, J., Rickles, J., Garet, M., & Segeritz, M. (2014). Evidence of deep learning outcomes. American Institute for Research.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Páginas de Educación
This work is licensed under a Creative Commons Attribution 4.0 International License.
- The authors will retain their copyrights and guarantee the journal the right of first publication of their work, which will be simultaneously subject to the Creative Commons Recognition License that allows third parties to share the work provided that its author is indicated and Your first publication in this journal.
- Authors may adopt other non-exclusive license agreements for the distribution of the version of the published work provided that the initial publication in this journal is indicated.
- Authors are allowed and recommended to disseminate their work through the Internet after the publication process, which can produce interesting exchanges and increase citations of the published work. (See The effect of open access).
