Autoetnografía y directivos docentes: Una aproximación experiencial a las reformas educativas en Chile

Felipe Aravena Castillo, Marta Quiroga Lobos

Resultado de la investigación: Contribución a una revistaArtículorevisión exhaustiva

2 Citas (Scopus)

Resumen

In the last 26 years, many educational reforms have been introduced in Chile with the aim of improving equity and quality in the system. School principals, as both actors and protagonists of these reforms, have developed their own vision of these social phenomena and their effects on educational organizations. It is on this basis that this study seeks to analyze three public policies in education through the experience of senior school principals, using an autoethnographic exploration that is part of a qualitative paradigm. Results show that school principals face these public policies with feelings of fear and uncertainty, and a perceived sense of isolation. The relevance of this study resides in the opportunity to position individuals, from an emotional perspective, in a specific sociocultural context.

Título traducido de la contribuciónAutoethnography and school principals: An experiential approach to educational reforms in Chile
Idioma originalEspañol
Páginas (desde-hasta)113-125
Número de páginas13
PublicaciónRevista Electronica de Investigacion Educativa
Volumen20
N.º2
DOI
EstadoPublicada - 2018
Publicado de forma externa

Palabras clave

  • Autoetnography
  • Educational reforms
  • School principals
  • Teacher professional development

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