Liderazgo instruccional intermedio: Enfoques internacionales para el desarrollo docente en las escuelas chilenas

Autores/as

  • Ricardo Sepúlveda Universidad Pontificia Católica de Chile
  • Paulo Volante Universidad Pontificia Católica de Chile

DOI:

https://doi.org/10.30827/profesorado.v23i3.11231

Palabras clave:

desarrollo Académico, gestión escolar, liderazgo, organización escolar, personal docente

Resumen

Resumen:

Aun cuando en las últimas décadas la investigación ha relevado el liderazgo del director como factor clave para alcanzar buenos desempeños escolares (Hallinger & Murphy, 1985; Leithwood, 2009; Supovitz, Sirinides & Henry, 2010), éste también puede ser ejercido por otros agentes en las escuelas. Más recientemente diversos esfuerzos se han realizado para comprender cómo ciertos profesores influyen entre sus pares docentes (Bennett, Woods, Wise & Newton, 2007; Blandford, 2006; Busher, Hammersley-Fletcher & Turner, 2007) destacando su rol instruccional para asegurar el currículum y procesos de mejora (Busher, 2005a; Heng & Marsh, 2009). El presente artículo, bajo el proyecto Fondecyt Regular Nº 1161605, indaga sobre las expectativas de influencia de profesores en posiciones intermedias en las escuelas chilenas, a partir de una revisión bibliográfica y de experiencias internacionales. Se presenta un análisis sobre los enfoques, condiciones organizacionales, destacando oportunidades para potenciar el rol de mentor docente para mejor logro escolar.

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Biografía del autor/a

Ricardo Sepúlveda, Universidad Pontificia Católica de Chile

Doctor (c) en Educación

Profesor adjunto, Departamento de Teoría y Politica Educativa

Paulo Volante, Universidad Pontificia Católica de Chile

Profesor Asociado

Departamento de Teoría y Politica Educativa

Citas

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Publicado

2019-09-28

Cómo citar

Sepúlveda, R., & Volante, P. (2019). Liderazgo instruccional intermedio: Enfoques internacionales para el desarrollo docente en las escuelas chilenas. Profesorado, Revista De Currículum Y Formación Del Profesorado, 23(3), 341–362. https://doi.org/10.30827/profesorado.v23i3.11231