Expert Teams in Instructional Leadership Practices Based on Collaboration and Their Transference to Local Teaching Improvement Networks

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dc.catalogadorgjm
dc.contributor.authorVolante Beach, Paulo
dc.contributor.authorMüller Araya, Magdalena
dc.contributor.authorSalinas Espinosa, Alvaro
dc.contributor.authorCravens, Xiu
dc.date.accessioned2023-05-08T16:15:05Z
dc.date.available2023-05-08T16:15:05Z
dc.description.abstractThis article shows the research results of implementing a professional learning model based on instructional leadership practices and structured teacher collaboration. The primary purpose was to promote a collaboration model focused on developing communities of practice, formed by school leaders and teachers, focusing on instructional improvement in 8th grade Math and English. The model consists of a cycle with 4 iterative practices: planning, classroom observation, feedback, and refinement and three guiding principles: deprivatisation, collaboration, focus on learning. The methodological approach was a design-based research model, with school teams (within-school level) and collaboration networks (between schools-level) that included principals and teachers. 22 schools in two districts in Chile, 44 school leaders, 74 teachers, 49 non-participating teachers as a control group, and at least 1,000 students in 40 classes were part of the study sample that participated in the research between 2019 and 2020. Mixed methods were used for data analysis. The research team conducted a five-scale questionnaire and semi-structured interviews with participants and non-participants teachers as the control group. The main progress was the deprivatisation of pedagogical practice and joint decision-making for teaching improvement. The practical implications of the model, adjusted for local characteristics, are that it facilitates professional development at three levels: individual, within school teams, and allows professional exchange between schools. It enabled the enactment of peer collaboration practices, and the role of instructional leadership shared between teachers and the school leadership team members were bolstered.
dc.fechaingreso.objetodigital2023-05-08
dc.fuente.origenSIPA
dc.identifier.doi10.30828/real.1095600
dc.identifier.urihttps://dergipark.org.tr/en/pub/real/issue/76420/1095600
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/66913
dc.information.autorucEscuela de psicología; Müller Araya, Magdalena; 0000-0002-9684-4747; 127985
dc.information.autorucInstituto de filosofía; Volante Beach, Paulo; 0000-0002-6072-2203; 3725
dc.information.autorucFacultad de comunicaciones; Salinas Espinosa, Alvaro; 0000-0001-9655-761X; 1007736
dc.issue.numero1
dc.language.isoen
dc.nota.accesoContenido completo
dc.pagina.final294
dc.pagina.inicio256
dc.revistaResearch in Educational Administration & Leadership
dc.rightsacceso abierto
dc.subjectCollaboration
dc.subjectInstructional leadership
dc.subjectDeprivatisation
dc.subjectProfessional development
dc.subject.ddc370
dc.subject.deweyEducaciónes_ES
dc.titleExpert Teams in Instructional Leadership Practices Based on Collaboration and Their Transference to Local Teaching Improvement Networks
dc.typeartículo
dc.volumen8
sipa.codpersvinculados127985
sipa.codpersvinculados3725
sipa.codpersvinculados1007736
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