Evaluation of professional co-teaching practices
Co-teaching is an internationally recognized strategy for its possibilities on teacherprofessional development and student learning, which involves considerable transformationsin the classroom. The Chilean Ministry of Education implemented this strategy through theSchool Integration Programs, pointi...
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| Format: | Online |
| Language: | spa |
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Universidad Pedagógica y Tecnológica de Colombia
2021
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| Online Access: | https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/10795 |
| _version_ | 1801706442857644032 |
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| author | Arriagada, Carlos Roberto Venegas, Natalie Gislaine Calzadilla-Pérez, Oscar Ovidio |
| author_facet | Arriagada, Carlos Roberto Venegas, Natalie Gislaine Calzadilla-Pérez, Oscar Ovidio |
| author_sort | Arriagada, Carlos Roberto |
| collection | OJS |
| description | Co-teaching is an internationally recognized strategy for its possibilities on teacherprofessional development and student learning, which involves considerable transformationsin the classroom. The Chilean Ministry of Education implemented this strategy through theSchool Integration Programs, pointing to it as a tool for improving the quality of education.Consequently, this article focuses on the evaluation of co-teaching practices through adescriptive and mixed study based on the interview and the focus group. The latter becamean occasion for understanding and reflecting on teachers’ pedagogical and curricularmanagement concerning co-teaching practices. From this evaluation, we identified bothdifficulties regarding time management for teaching preparation and the prevalenceof isolated work on the part of the classroom teacher and the differential educator. Theinstrumented improvement actions strengthened pedagogical leadership, teaching design,interpersonal relations, teacher professional development and student learning. |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-10795 |
| institution | Revista Praxis & Saber |
| language | spa |
| publishDate | 2021 |
| publisher | Universidad Pedagógica y Tecnológica de Colombia |
| record_format | ojs |
| spelling | oai:oai.revistas.uptc.edu.co:article-107952024-03-15T20:14:32Z Evaluation of professional co-teaching practices La evaluación de las prácticas profesionales de coenseñanza Évaluation complète des pratiques de co-enseignement professionnel Avaliação das práticas profissionais de coensino Arriagada, Carlos Roberto Venegas, Natalie Gislaine Calzadilla-Pérez, Oscar Ovidio co-teaching leadership professional training student work coenseñanza liderazgo formación profesional trabajo estudiantil coensino liderança formação profissional trabalho estudantil Co-teaching is an internationally recognized strategy for its possibilities on teacherprofessional development and student learning, which involves considerable transformationsin the classroom. The Chilean Ministry of Education implemented this strategy through theSchool Integration Programs, pointing to it as a tool for improving the quality of education.Consequently, this article focuses on the evaluation of co-teaching practices through adescriptive and mixed study based on the interview and the focus group. The latter becamean occasion for understanding and reflecting on teachers’ pedagogical and curricularmanagement concerning co-teaching practices. From this evaluation, we identified bothdifficulties regarding time management for teaching preparation and the prevalenceof isolated work on the part of the classroom teacher and the differential educator. Theinstrumented improvement actions strengthened pedagogical leadership, teaching design,interpersonal relations, teacher professional development and student learning. La coenseñanza es una estrategia reconocida internacionalmente por sus potencialidades en el desarrollo profesional docente y en el aprendizaje de los estudiantes, que implica considerables transformaciones en el aula escolar. El Ministerio de Educación chileno implementó esta estrategia mediante los Programas de Integración Escolar, al señalarla como una herramienta para la mejora de la calidad de la educación. En consecuencia, este trabajo centra su objetivo en la evaluación de las prácticas de coenseñanza por medio de un estudio descriptivo y mixto que se apoya en la entrevista y el grupo focal. Este último se convirtió en un escenario de comprensión y reflexión sobre la gestión pedagógica y curricular de los docentes a propósito de las prácticas de coenseñanza. A partir de esta evaluación, se identificaron tanto dificultades en el área de gestión del tiempo para la preparación de la enseñanza como la prevalencia del trabajo aislado por parte del docente de aula y del educador diferencial. Las acciones de mejora instrumentada fortalecieron el liderazgo pedagógico, el diseño de la enseñanza, las relaciones interpersonales, el desarrollo profesional docente y el aprendizaje de los estudiantes. Le co-enseignement est une stratégie internationalement reconnue pour son potentiel dans le développement professionnel des enseignants et l'apprentissage des élèves. Le Ministère chilien de l'éducation a mis en œuvre cette stratégie à travers les programmes d'intégration scolaire, la signalant comme un outil pour améliorer la qualité de l'éducation. Par conséquent, ce travail se concentre sur l'évaluation globale pour l'amélioration des pratiques de co-enseignement à travers une étude de cas, avec une conception mixte, qui favorise la réflexion et l'auto-évaluation des enseignants. À partir de cette évaluation, des difficultés ont été identifiées dans le domaine de gestion liées au temps de préparation pédagogique et au travail isolé. Par la suite, un plan d'amélioration a été élaboré et diverses actions ont été mises en œuvre pour renforcer le leadership pédagogique, la conception de l'enseignement, les relations interpersonnelles, le développement professionnel des enseignants, l'apprentissage des élèves et ont commencé à construire une vision partagée. O coensino é uma estratégia reconhecida internacionalmente por seu potencial no desenvolvimento profissional dos professores e na aprendizagem dos alunos, o que envolve transformações consideráveis na sala de aula. O Ministério da Educação chileno implementou essa estratégia através dos Programas de Integração Escolar, destacando-a como uma ferramenta para melhorar a qualidade da educação. Assim, este artigo focaliza a avaliação das práticas de coensino através de um estudo descritivo e misto que se baseia na entrevista e no grupo focal. Este último tornou-se um espaço de compreensão e reflexão sobre a gestão pedagógica e curricular dos professores a respeito das práticas de coensino. A partir desta avaliação, foram identificadas dificuldades na área de gestão do tempo para a preparação do ensino, bem como a prevalência de trabalho isolado por parte do professor em sala de aula e do educador diferencial. As ações de melhoria implementadas fortaleceram a liderança pedagógica, o desenho do ensino, as relações interpessoais, o desenvolvimento profissional dos professores e a aprendizagem dos alunos. Universidad Pedagógica y Tecnológica de Colombia 2021-02-25 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/xml text/html application/epub+zip https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/10795 10.19053/22160159.v12.n31.2021.10795 Praxis & Saber; Vol. 12 No. 31 (2021): Investigación y pedagogía; e10795 Praxis & Saber; Vol. 12 Núm. 31 (2021): Investigación y pedagogía; e10795 Praxis & Saber; Vol. 12 No 31 (2021): Investigación y pedagogía; e10795 Praxis & Saber; V. 12 N. 31 (2021): Investigación y pedagogía; e10795 Praxis & Saber; v. 12 n. 31 (2021): Investigación y pedagogía; e10795 2462-8603 2216-0159 spa https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/10795/10318 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/10795/12583 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/10795/10319 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/10795/10320 Derechos de autor 2021 Carlos Roberto Arriagada, Natalie Gislaine Venegas, Oscar Ovidio Calzadilla-Pérez http://creativecommons.org/licenses/by-nc/4.0 |
| spellingShingle | co-teaching leadership professional training student work coenseñanza liderazgo formación profesional trabajo estudiantil coensino liderança formação profissional trabalho estudantil Arriagada, Carlos Roberto Venegas, Natalie Gislaine Calzadilla-Pérez, Oscar Ovidio Evaluation of professional co-teaching practices |
| title | Evaluation of professional co-teaching practices |
| title_alt | La evaluación de las prácticas profesionales de coenseñanza Évaluation complète des pratiques de co-enseignement professionnel Avaliação das práticas profissionais de coensino |
| title_full | Evaluation of professional co-teaching practices |
| title_fullStr | Evaluation of professional co-teaching practices |
| title_full_unstemmed | Evaluation of professional co-teaching practices |
| title_short | Evaluation of professional co-teaching practices |
| title_sort | evaluation of professional co teaching practices |
| topic | co-teaching leadership professional training student work coenseñanza liderazgo formación profesional trabajo estudiantil coensino liderança formação profissional trabalho estudantil |
| topic_facet | co-teaching leadership professional training student work coenseñanza liderazgo formación profesional trabajo estudiantil coensino liderança formação profissional trabalho estudantil |
| url | https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/10795 |
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