Perspectiva Educacional, Vol 63, No 1 (2024)

Tamaño de la letra:  Pequeña  Mediana  Grande

“En educación todo cambia”: Cómo directoras lideran el ingreso de la educación parvularia al Sistema de Aseguramiento de la Calidad en Chile

Isabel Alejandra Zett Sabioncello, Fabián Andrés Campos Vergara, Sofía Antonia Chávez Rojas, María José Opazo Pérez

Resumen


El sistema educativo chileno ha debido enfrentar importantes desafíos derivados de la pandemia por covid-19. En el caso de la educación parvularia, a estos desafíos se añade además su ingreso al nuevo Sistema de Aseguramiento de la Calidad. A través de un enfoque cualitativo, y considerando las particularidades del liderazgo en educación parvularia, esta investigación tuvo como objetivo explorar cómo las líderes abordan los desafíos de la nueva institucionalidad en el período postpandemia. Los resultados muestran que la mayoría de las directoras tiene una visión positiva del proceso, viéndolo como una oportunidad de aprendizaje, construyendo sentido con su equipo pedagógico. Sin perjuicio de aquello, algunas directoras advierten de experiencias más bien negativas, en donde los nuevos requerimientos son trabajados de forma mecánica, sin entender el sentido que traía consigo esta reforma. Estos resultados dan cuenta de importantes desafíos que considerar para la implementación exitosa de esta nueva institucionalidad.




PDF

Texto completo:

¿Cómo citar este artículo?

Zett Sabioncello, I., Campos Vergara, F., Chávez Rojas, S., & Opazo Pérez, M. (2024). “En educación todo cambia”: Cómo directoras lideran el ingreso de la educación parvularia al Sistema de Aseguramiento de la Calidad en Chile. Perspectiva Educacional, 63(1). https://dx.doi.org/10.4151/07189729-Vol.63-Iss.1-Art.1517


Citas


Aubrey, C. A. (2019). What early childhood leadership for what kind of world? Contemporary Issues in Early Childhood, 20(1), 65-78. https://doi.org/10.1177/1463949119828145

Beaudin, H. (2021). Leading post-pandemic organizational change in early childhood education: How self-awareness as a leader and distributed leadership are foundational to the change process. Association of Early Childhood Educators Ontario The Peer Reviewed Collection, 5(2), 34-46.

Cabrera-Murcia, P. (2021). How leadership should be exercised in early childhood education. Magis, Revista Internacional de Investigación en Educación, 14, 1-24. https://doi.org/10.11144/Javeriana.m14.hlsb

Canales, A., Claro, S., Escobar, E., Kuzmanic, D., Undurraga, E., Meneses, F., & Valenzuela, J. P. (2023). Análisis de resultados de encuesta nacional de monitoreo de establecimientos escolares en pandemia 2023: Aprendiendo desde la realidad nacional. Colectivo CovidEducación. https://www.covideducacion.cl/_files/ugd/493531_45dc39519a9445849171e8668c7834a8.pdf

Chan, C. W. (2017). Leading today’s kindergartens: Practices of strategic leadership in Hong Kong’s early childhood education. Educational Management Administration & Leadership, 46(4), 679-691. https://doi.org/10.1177/174114321769489

Coburn, C. E. (2001). Collective sensemaking about reading: How teachers mediate reading policy in their professional communities. Educational Evaluation and Policy Analysis, 23(2), 145-170. https://doi.org/10.3102/01623737023002145

Coburn, C. E. (2005). Shaping teacher sensemaking: School leaders and the enactment of reading policy. Educational policy, 19(3), 476-509. https://doi.org/10.1177/0895904805276143

Congreso Nacional de Chile. (2009, 16 de diciembre). Ley LGE. Fija texto refundido, coordinado y sistematizado de la ley nº 20.370 con las normas no derogadas del decreto con fuerza de ley nº 1, de 2005. Biblioteca del Congreso Nacional. https://bcn.cl/2z8xc

Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches (3rd ed.). SAGE Publications.

De Maturana, D. L. (2015). La Junta Nacional de Jardines Infantiles (Junji), en el marco de la reforma de la educación parvularia chilena. Revista Enfoques Educacionales, 12(1), 11-30. https://analesfcfm.uchile.cl/index.php/REE/article/view/43443

Denee, R., & Thornton, K. (2018). Distributed leadership in ECE: Perceptions and practices. Early Years, 1-16. https://doi.org/10.1080/09575146.2018.1539702

Elige Educar. (2019). Educación parvularia en Chile: Estado del arte de la educación y desafíos. Una propuesta de Elige Educar. Elige Educar.

Falabella, A., Barco, B., Fernández, L., Figueroa, D., & Poblete Núñez, X. (2022). Un liderazgo de doble filo: Directoras en establecimientos de educación inicial. Calidad en la Educación, 56, 255-291. https://doi.org/https://doi.org/10.31619/caledu.n56.1189

Fundación Integra. (2014). Qué es Fundación Integra. http://www.integra.cl/fundacion-integra

Ganon-Shilon, S., & Schechter, C. (2017). Making sense of school leaders’ sense-making. Educational Management Administration & Leadership, 45(4), 682-698. https://doi.org/10.1177/1741143216628536

Hallet, E. (2013). ‘We all share a common vision and passion’: Early years professionals reflect upon their leadership of practice role. Journal of Early Childhood Research, 11(3), 312-325. https://doi.org/10.1177/1476718X13490889

Heikka, J., Pitkäniemi, H., Kettukangas, T., & Hyttinen, T. (2021). Distributed pedagogical leadership and teacher leadership in early childhood education contexts. International Journal of Leadership in Education, 24(3), 333-348. https://doi.org/10.1080/13603124.2019.1623923

Heikka, J., & Waniganayake, M. (2011). Pedagogical leadership from a distributed perspective within the context of early childhood education. International Journal of Leadership in Education 14(4), 499-512. https://doi.org/10.1080/13603124.2011.577909

Heikka, J., Waniganayake, M., & Hujala, E. (2013). Contextualizing distributed leadership within early childhood education: Current understandings, research evidence and future challenges. Educational Management Administration & Leadership, 41(1), 30-44. https://doi.org/10.1177/174114321246270

Heikkinen, K.-M., Ahtiainen, R., Kallioniemi, A., & Fonsén, E. (2023). “I am the pilot, but I need a committed crew”: Researching early childhood education and care leadership by using the actantial model of power. Australasian Journal of Early Childhood. https://doi.org/10.1177/18369391231202838

Hernández Sampieri, R., Fernández, C., & Baptista, M. (2010). Metodología de la investigación. McGraw-Hill.

Hodgkinson, G. P., & Healey, M. P. (2011). Psychological foundations of dynamic capabilities: Reflexion and reflection in strategic management. Strategic Management Journal 32(13), 1500-1516. https://doi.org/10.1002/smj.964

Howlett, M. (2021). Looking at the ‘field’ through a Zoom lens: Methodological reflections on conducting online research during a global pandemic. Qualitative Research, 22(3), 387-402. https://doi.org/10.1177/1468794120985691

Huy, Q. N. (2011). How middle managers’ group-focus emotions and social identities influence strategy implementation. Strategic Management Journal 32(13), 1387-1410. https://doi.org/10.1002/smj.961

Junta Nacional de Jardines Infantiles. (2014). Quienes somos. http://www.junji.gob.cl/Junji/Paginas/Quienes-Somos.aspx

Krippendorff, K. (2012). Content analysis: An introduction to its methodology. Sage Publications.

Maitlis, S., & Sonenshein, S. (2010). Sensemaking in crisis and change: Inspiration and insights from Weick (1988). Journal of Management Studies, 47(3), 551-580. https://doi.org/10.1111/j.1467-6486.2010.00908.x

Maxwell, J. A. (2013). Qualitative research design: An interactive approach. SAGE Publications.

Ministerio de Educación de Chile. (2020). Sistema de aseguramiento de la calidad en educación parvularia: Instituciones, componentes y procesos. https://parvularia.mineduc.cl/wp-content/uploads/2020/10/Sistema-de-Aseguramiento-de-la-Calidad-de-Educacion-Parvularia.pdf

Moshel, S., & Berkovich, I. (2020). Navigating ambiguity: Early childhood leaders’ sense-making of their identity in a new mid-level role. Educational Management Administration & Leadership, 48(3), 514-531. https://doi.org/10.1177/1741143218814007

Murray, J., & McDowall Clark, R. (2013). Reframing leadership as a participative pedagogy: The working theories of early years professionals. Early Years, 33(3), 289-301. http://dx.doi.org/10.1080/09575146.2013.781135

Opazo, M.-J., de la Fuente, L., Valenzuela, J.  P., & Vanni, X.  (2022). You are stuck here, at the office: Chilean ECEC principals’ pedagogical leadership in JUNJI and Integra Foundation. European Early Childhood Education Research Journal, 31(2), 191-204. https://doi.org/10.1080/1350293X.2022.2031247

Organización para la Cooperación y el Desarrollo Económicos. (2015). Education policy outlook 2015: Making reforms happen. OECD Publishing. https://doi.org/10.1787/9789264225442-en

Philipps, A., & Mrowczynski, R. (2019). Getting more out of interviews. Understanding interviewees’ accounts in relation to their frames of orientation. Qualitative Research, 21(1), 59-75. https://doi.org/10.1177/1468794119867548

Robson, C. (2011). Real world research (3rd ed.). Wiley.

Rodd, J. (2015). Leading change in the early years: Principles and practice. Maidenhead, Berkshire: Open University Press.

Rogers, M., Boyd, W., & Sims, M. (2023). “Burnout central”: Australian early childhood educational leaders’ experiences during the covid-19 pandemic. Issues in Educational Research, 33(1), 284-306.

Rom, N., & Eyal, O. (2019). Sensemaking, sense-breaking, sense-giving, and sense-taking: How educators construct meaning in complex policy environments. Teaching and Teacher Education, 78, 62-74. https://doi.org/10.1016/j.tate.2018.11.008

Rothe, A., Moloney, M., Sims, M., Calder, P., Blyth, D., Boyd, W., Doan, L., Dovigo, F., Girlich, S., Georgiadou, S., Kakana, D., Mellon, C., Opazo, M.-J., O’Síoráin, C.-A., Quinn, M., Rogers, M., Silberfeld, C., & Tadeu, B. (2022). Lessons from the COVID-19 pandemic: A qualitative study of government policies relating to the early childhood sector across ten countries. En J. Pattnaik, & M. Renck Jalongo (Eds.), The impact of COVID-19 on early childhood education and care. Educating the Young Child (pp. 67-88, vol. 18). Springer. https://doi.org/10.1007/978-3-030-96977-6_4

Russell, J. L., & Bray, L. E. (2013). Crafting coherence from complex policy messages: Educators’ perceptions of special education and standards-based accountability policies. Education Policy Analysis Archives, 21, 1-22. https://doi.org/10.14507/epaa.v21n12.2013

Sandelowski, M. (1995). Sample size in qualitative research. Research in Nursing & Health, 18(2), 179-183. https://doi.org/10.1002/nur.4770180211

Schmidt, M., & Datnow, A. (2005). Teachers’ sense-making about comprehensive school reform: The influence of emotions. Teaching and Teacher Education, 21(8), 949-965. https://doi.org/10.1016/j.tate.2005.06.006

Schreier, M. (2013). Qualitative content analysis. En U. Flick (Ed.), The SAGE Handbook of qualitative data (pp. 70-183). SAGE Publications. https://doi.org/10.4135/9781446282243.n12

Schwarz, N., & Clore, G. L. (2007). Feelings and phenomenal experiences. En E. T. Higgins, & A. Kruglanski A. (Eds.), Social psychology: Handbook of basic principles (pp. 385-407). Guilford.

Sims, M., Waniganayake, M., & Hadley, D. F. (2018). Educational leadership: An evolving role in Australian early childhood settings. Educational Management Administration & Leadership, 46(6), 960-979. https://doi.org/10.1177/1741143217714254

Siraj-Blatchford, I., & Hallet, E. (2014). Effective and Caring Leadership in the Early Years. SAGE Publications. https://doi.org/10.4135/9781473957848

Siraj-Blatchford, I., & Manni, L. (2006). Effective Leadership in the Early Years Sector (ELEYS) Study. University of London.

Spillane, J. P. (2000). District leaders’ perceptions of teacher learning (CPRE Occasional Paper Series, OP-05). Consortium for Policy Research in Education, University of Pennsylvania. https://doi.org/10.1037/e315432005-001

Subsecretaría de Educación Parvularia. (2020). Informe de caracterización de la educación parvularia. Descripción estadística del sistema educativo asociado al nivel de Educación Parvularia en Chile. Ministerio de Educación.

Vargas, C., & Sepúlveda, R. (2023). Liderazgo de la educadora de párvulos: Promoviendo la colaboración con el equipo técnico de aula para favorecer los aprendizajes en educación inicial. Perspectiva Educacional, 62(3). https://dx.doi.org/10.4151/07189729-Vol.62-Iss.3-Art.1338

Vijayadevar, S., Thornton, K., & Cherrington, S. (2019). Professional learning communities: Enhancing collaborative leadership in Singapore early childhood settings. Contemporary Issues in Early Childhood, 20(1), 79-92. https://doi.org/10.1177/1463949119833578

Weick, K. E. & Sutcliffe, K. M. (2007). Managing the unexpected (2nd ed.). Jossey-Bass.

Zañartu, C., Zamora, P. G., & Ortiz, J. J. G. (2023). Liderazgo en la educación parvularia chilena durante la pandemia: Experiencias y significados. Educaçao e Pesquisa: Revista da Faculdade de Educação da Universidade de São Paulo, 49(1), Artículo e263089. https://doi.org/10.1590/s1678-4634202349263089esp

Zett, I., Campos, F., Galdames, S., & Opazo, M.-J. (2023). Prácticas de Liderazgo en los jardines infantiles: Un debate entre capacidades, importancia y urgencia. International Journal of Educational Leadership and Management, 1-25. https://doi.org/10.17583/ijelm.11181