Conceptual change among teachers involved in educational reform

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dc.catalogadordfo
dc.contributor.authorArredondo Rucinski, Daysi
dc.contributor.authorBeas Franco, Josefina
dc.contributor.authorGómez Nocetti, Viviana
dc.contributor.authorThomsen Queirolo, María Paulina
dc.contributor.authorCarranza D., Gloria
dc.date.accessioned2023-11-21T14:37:44Z
dc.date.available2023-11-21T14:37:44Z
dc.date.issued2009
dc.description.abstractThis article reports findings from a multi-year study of teachers’ conceptual change coinci-dent with the development of instructional expertise among teachers involved in educational reform efforts in schools in Santiago, Chile. Conceptual change in teachers is important because recent research indicates that students of teachers who function at more complex conceptual levels tend to achieve significantly higher achievement test scores, and cognitively complex teachers and teacher leaders tend to implement more educational reforms and to more effectively mentor other teachers. Given the current emphasis on teacher leadership in developing schools as learning communities, research identifying and describing mechanisms to develop and mentor teachers is important. The findings show that while no changes in levels of reflection were found, small changes were evident in reflective dialogue comments by the four teachers studied. In addition, the researchers identified implications for educa-tional leaders interested in mentoring teachers engaged in reflective dialogue about their prac-tices and concluded that the assessment standards appear to be both useable and to have construct validity in assessing reflection.
dc.description.funderFONDECYT
dc.fechaingreso.objetodigital2023-11-21
dc.fuente.origenHistorial Académico
dc.identifier.doi10.1080/13603120802549790
dc.identifier.issn1360-3124
dc.identifier.urihttps://www.tandfonline.com/doi/full/10.1080/13603120802549790
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/75381
dc.information.autorucFacultad de Educación ; Beas Franco, Josefina ; S/I ; 47853
dc.information.autorucFacultad de Educación ; Gómez Nocetti, Viviana ; 0000-0002-4465-823X ; 67713
dc.information.autorucFacultad de Educación ; Thomsen Queirolo, María Paulina ; S/I ; 72196
dc.information.autorucFacultad de Educación ; Carranza D., Gloria ; S/I ; 48640
dc.issue.numero2
dc.language.isoen
dc.nota.accesoContenido parcial
dc.pagina.final169
dc.pagina.inicio155
dc.revistaInternational Journal of Leadership in Education
dc.rightsacceso restringido
dc.subject.ddc370
dc.subject.deweyEducaciónes_ES
dc.titleConceptual change among teachers involved in educational reform
dc.typeartículo
dc.volumen12
sipa.codpersvinculados47853
sipa.codpersvinculados67713
sipa.codpersvinculados72196
sipa.codpersvinculados48640
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