Liderazgo para el aprendizaje profundo: una experiencia de resignificación de la visión de aprendizaje

Jorge Rojas-Bravo; Ana Mendoza-Mardones; Jorge Ulloa-Garrido; Daniela Zúñiga

doi:10.22235/pe.v17i1.3722

Authors

Jorge Rojas-Bravo Universidad de Concepción, Centro de Liderazgo Educativo para la Mejora en Red + Comunidad https://orcid.org/0000-0001-5209-3489
Ana Mendoza-Mardones Universidad de Concepción, Centro de Liderazgo Educativo para la Mejora en Red + Comunidad https://orcid.org/0000-0002-3223-5133
Jorge Ulloa-Garrido Universidad de Concepción, Centro de Liderazgo Educativo para la Mejora en Red + Comunidad https://orcid.org/0009-0009-1106-8602
Daniela Zúñiga Universidad de Concepción, Centro de Liderazgo Educativo para la Mejora en Red + Comunidad https://orcid.org/0000-0003-0386-4130

DOI:

https://doi.org/10.22235/pe.v17i1.3722

Keywords:

leadership, deep learning, vision of learning, accountability, collaboration

Abstract

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

Download data is not yet available.

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.