Hacia el corazón del liderazgo docente: experiencias de colaboración en tiempos de COVID-19
DOI:
https://doi.org/10.4151/07189729-Vol.63-Iss.1-Art.1512Palabras clave:
Colaboración liderazgo docente cambio escolar trabajo docente afectos.Resumen
El liderazgo docente ha interesado a la investigación educativa por su importancia en el cambio escolar. Aunque no existe acuerdo sobre su definición, se ha destacado su naturaleza colectiva y discutido la necesidad de ampliar su definición considerando su dependencia al contexto. Mediante los lentes de la docencia como trabajo, este artículo propone nutrir la noción de liderazgo docente desde el estudio de la colaboración. Utilizando un diseño mixto caracterizamos la colaboración docente en el periodo de pandemia en cinco escuelas chilenas públicas, subvencionadas y privadas. Un cuestionario individual registró iniciativas de cambio colectivo lideradas por docentes y una entrevista grupal entregó un panorama general del trabajo durante la crisis. En los resultados, la colaboración destaca como un fenómeno con variados matices, entre ellos, la colaboración como relación de cuidado y medio para enfrentar la crisis resulta común. Finalmente, discutimos las implicancias para el estudio del liderazgo docente desde una perspectiva colectiva y emergente.
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2024-03-31
Cómo citar
Herrera-Seda, C., Cárdenas Alarcón, C., & Fernández Ugalde, R. (2024). Hacia el corazón del liderazgo docente: experiencias de colaboración en tiempos de COVID-19. Perspectiva Educacional, 63(1), 165–189. https://doi.org/10.4151/07189729-Vol.63-Iss.1-Art.1512
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Derechos de autor 2024 Constanza Herrera-Seda, Constanza Cárdenas Alarcón, Rocío Fernández Ugalde
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