Autoethnography and School Principals: an Experiential Approach to Educational Reforms in Chile

Autoethnography and School Principals: an Experiential Approach to Educational Reforms in Chile

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 org...

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Asıl Yazarlar: Aravena Castillo, Felipe, Quiroga Lobos, Marta
Materyal Türü: Online
Dil:spa
Baskı/Yayın Bilgisi: REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2018
Online Erişim:https://redie.uabc.mx/index.php/redie/article/view/1600
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spelling redie-article-16002020-12-11T17:56:45Z Autoethnography and School Principals: an Experiential Approach to Educational Reforms in Chile Autoetnografía y directivos docentes: una aproximación experiencial a las reformas educativas en Chile Aravena Castillo, Felipe Quiroga Lobos, Marta Autoetnography school principals teacher professional development educational reforms. Autoetnografía directores escolares desarrollo profesional docente reformas educativas. 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. En los últimos 26 años se han implementado en Chile numerosas reformas educativas con el objetivo de mejorar la equidad y calidad del sistema. Los directivos escolares, como actores y protagonistas de estas reformas, han desarrollado su propia visión sobre estos fenómenos sociales y sus efectos en las organizaciones escolares, por ello el presente estudio tiene por objetivo analizar tres políticas públicas educativas a través de la experiencia de directivos docentes senior –utilizando una exploración autoetnográfica que se inscribe en el paradigma cualitativo. Los resultados indican que los directivos docentes vivencian las políticas públicas con temor y sensación de inseguridad percibida desde una posición solitaria. La relevancia de este estudio se enmarca en la oportunidad de situar a los individuos, desde una perspectiva emocional, en un contexto sociocultural específico. REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2018-05-17 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion text/html application/pdf application/xml https://redie.uabc.mx/index.php/redie/article/view/1600 10.24320/redie.2018.20.2.1600 Revista Electrónica de Investigación Educativa; Vol. 20 No. 2 (2018); 113 - 125 Revista Electrónica de Investigación Educativa; Vol. 20 Núm. 2 (2018); 113 - 125 1607-4041 spa https://redie.uabc.mx/index.php/redie/article/view/1600/1646 https://redie.uabc.mx/index.php/redie/article/view/1600/1656 https://redie.uabc.mx/index.php/redie/article/view/1600/1876 Derechos de autor 2019 Revista Electrónica de Investigación Educativa
institution REDIE
collection OJS
language spa
format Online
author Aravena Castillo, Felipe
Quiroga Lobos, Marta
spellingShingle Aravena Castillo, Felipe
Quiroga Lobos, Marta
Autoethnography and School Principals: an Experiential Approach to Educational Reforms in Chile
author_facet Aravena Castillo, Felipe
Quiroga Lobos, Marta
author_sort Aravena Castillo, Felipe
title Autoethnography and School Principals: an Experiential Approach to Educational Reforms in Chile
title_short Autoethnography and School Principals: an Experiential Approach to Educational Reforms in Chile
title_full Autoethnography and School Principals: an Experiential Approach to Educational Reforms in Chile
title_fullStr Autoethnography and School Principals: an Experiential Approach to Educational Reforms in Chile
title_full_unstemmed Autoethnography and School Principals: an Experiential Approach to Educational Reforms in Chile
title_sort autoethnography and school principals: an experiential approach to educational reforms in chile
description 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.
publisher REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE).
publishDate 2018
url https://redie.uabc.mx/index.php/redie/article/view/1600
_version_ 1715723560506359808

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