Capítulos de libros

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Afterword charting the path forward: Teacher education, practice, and pedagogy
(Taylor and Francis, 2024) Veliz, L.; Barahona, Malba; Darwin, S.
As we conclude this volume, it is useful to critically reflect on the analytical journey we have undertaken throughout these 14 chapters. This book sought not only to provide a critical examination of the contemporary state of English language teaching (ELT) and teacher education in Chile but also to engage in a deeper and more meaningful dialogue about the possibilities for transformative practice in this vital and largely unexplored educational space in the country.
Analyzing Learners’ Perception of Indicators in Student-Facing Analytics: A Card Sorting Approach
(Springer, 2023) Villalobos E.; Hilliger, Isabel; Perez-Sanagustin M.; González Ugalde, Carlos; Celis S.; Broisin J.
Many studies have explored using different indicators to support students’ self-monitoring. This has motivated the development of student-facing analytics, such as dashboards and chatbots. However, there is a limited understanding of how learners interpret these indicators and act on that information. This study evaluates different indicators from a student perspective by adapting the card sorting technique, which is employed in Human-Centered Design. We chose eight indicators based on different comparative reference frames from the literature to create 16 cards to present both a visual and a text representation per indicator. Qualitative and quantitative data were collected from 21 students of three majors at two Latin American universities. According to the quantitative results, students’ agreement level about the indicators’ interpretability and actionability was relatively low. Nonetheless, the indicators that included temporality were found to be less interpretable but more actionable than those that did not. The analysis indicates that several students would use this information to improve their study habits only if their performance in the course is lower than expected. These findings might be used as a starting point to design student-facing analytics. Also, adapting the card sorting technique could be replicated to understand learners’ use of indicators in other TEL contexts.
Avanzando al desarrollo académico: programa de mentorías con enfoque de género
(Ediciones UC, 2024) Véliz Calderón, Daniela Ximena; Muñoz García, Ana Luisa; Trebisacce Marchand, Catalina; Pontificia Universidad Católica de Chile. Facultad de Educación
"Desde hace medio siglo los feminismos habitan las academias. Trabajan sostenidamente en la adversidad de los márgenes y contra la subestimación que arroja nuestras perspectivas a los confines de las bibliografías complementarias de los programas de formación. Durante todas estas décadas hemos aprendido a pensar desde epistemologías críticas y a desarrollar éticas de trabajo que procuran navegar a contrapelo de las lógicas del mercado del conocimiento. El feminismo está en el corazón de cómo generamos conocimiento, cómo escribimos, cómo citamos, cómo y con quienes trabajamos, cómo publicamos, hablamos y hacemos sentido del mundo. Este libro es una reflexión situada en el contexto de nuestro sur global, colonizado, sometido al neoliberalismo y amedrentado por las nuevas derechas. Desde aquí pensamos en torno a las experiencias de participación de los saberes feministas en las universidades y en las lógicas de producción de conocimiento en dichos espacios. Hacemos una cartografía de experiencias disímiles que, sin embargo, hacen eco aquí y allá, en diferentes puntos del continente. Lejos de producir voz homogénea en la discusión sobre género, este libro muestra, a lo largo de sus secciones y capítulos, una diversidad de aproximaciones y discusiones sobre género y/o feminismos en educación superior. No toda la discusión a este respecto se posiciona explícitamente desde teorizaciones feministas y sabemos que en los procesos de construcción de conocimiento nada está finalmente resuelto y cerrado. Cuando pensamos que avanzamos hacia una conclusión, nos encontramos con aperturas que nos dirigen a otros conocimientos, otras preguntas, otras ideas, y otras voces emergen. Tenemos el convencimiento de que siempre existe la posibilidad de dar vuelta una idea, desarrollar una perspectiva conceptual o teórica diferente frente a una problemática. La genealogía del trabajo feminista nos ha enseñado a volver a pensar y retrabajar historias, ideas, teorías y conceptos más de una vez. Resignificar y reescribir el conocimiento es parte de la tarea. "Feminismos en el umbral de la academia" representa complicidades para imaginar lo (im)posible desde los feminismos en la construcción de conocimiento en las universidades en un contexto de avances de políticas e iniciativas de género que convive con una agenda antigénero. A pesar y en contra de la indiferencia, la marginación y la persecución del pasado y del presente, los feminismos habitan nuestras universidades tensionando y traspasando los umbrales de la academia, con estrategias para sortear las ficcionales fronteras epistémicas, burocráticas, formales y políticas, construidas para dejarnos fuera.
Background on Continuities and Discontinuities in the Transition from Early Childhood Education to Primary: The Chilean Case
(Springer, Cham, 2022) Narea Biscupovich, Marigen Soledad; Godoy, Felipe; Treviño Villarreal, Juan Ernesto; Urbina-García, Angel; Perry, Bob; Dockett, Sue; Jindal-Snape, Divya; García-Cabrero, Benilde
This chapter analyses how early childhood and primary education are articulated to facilitate children’s transition in Chile in terms of institutional arrangements, curricular differentiation, and pedagogical interactions of both levels. It considers to what extent this articulation fosters either a smooth and child-respectful transition or a greater schoolification of the early childhood education (ECE) system. There have been advances in favour of having a smoother transition. The 2 years of kindergarten (for children aged 5 and 6) were included in primary schools, with the aim of easing the transition. Undoubtedly, the transition can be done more organically, but this has also led to greater schoolification. Regarding the curriculum, there are essential differences between the two levels. Notably, while personal, social, and emotional development is highly foregrounded within the early childhood level, it is not in the primary school curriculum. Also, there are schoolification problems within the early years of the primary school level. The accountability pressures for this level could also jeopardise early childhood level objectives. Finally, in terms of pedagogical practices, ECE is focused on children’s socioemotional development while this focus is gradually being lost as children are promoted through the school levels. We propose making the school ready for children, advocating for bringing into the primary school some features of the early childhood level’s pedagogical practice, so that it is more flexible and focused on children’s wellbeing.
Chile: School leadership challenged by double accountability towards schools
(ROUTLEDGE, 2016) Weinstein, Jose; Marfan, Javiera; Horn, Andrea; Munoz, Gonzalo; Easley II, Jacob; Tulowitzki, Pierre
The presence of accountability conceptualization in educational research is related to a pro-accountability trend in school systems, which has been described, among others, by Organization for Economic Co-operation and Development (OECD) and specifically for the United States by Darling-Hammond. Under the dictatorship of General Pinochet, Chile experienced a sort of capitalist revolution, becoming a country where the neoliberal ideas of Milton Friedman were put into full swing, elevating the market as playing a significant role in national development. The main achievement attained by this market system was the growth in numbers of students inside the school system. The Preferential School Subvention Law (SEP) revolutionized the top-down support forms, based on centralized programs, which in the 1990s the Ministry of Education set in motion in order to boost the educational quality of most vulnerable facilities. The main results that principals are supposed to achieve are in line with the two forms of accountability that have become prevalent in Chilean school system.
¿Cómo mejorar las prácticas progresivas en la formación inicial docente? Sugerencias de distintos actores.
(2023) Gómez Nocetti, Viviana De Lourdes; González Vallejos, María Paz; Gómez Zaccarelli, Florencia Sofía; Guzmán Córdova, Pilar; Red de Estudios Latinoamericanos en Educación y Pedagogía (RELEP)
Buscando coincidencia entre actores, se solicitó a los coordinadores de práctica, a los supervisores y a los estudiantes en proceso de prácticas de cinco universidades chilenas, acerca de sus sugerencias para mejorar las prácticas progresivas que les ofrecen los programas de formación. La técnica de análisis temático permitió reconocer las principales áreas de preocupación, encontrando coincidencias respecto a la elección de centros, una progresión más clara y formación de supervisores y mentores.
Conclusions and recommendations
(Taylor and Francis, 2023) Manen, Saskia M. van; Kremer Ramírez, Klaus Nicolás; Jaenichen, Claudine; Lin, Tingyi S.; Ramírez Andersen, Rodrigo Andrés
This conclusion presents some closing thoughts of the key concepts discussed in the preceding chapters of this book. The book emphasizes the importance of structurally including design in all of its guises, methodologies and perspectives as standard practice in emergency management. It points out, in order to enable design for emergency management, a broader culture of design needs to become established within government agencies. The book offers suggestions of partners who can be engaged in co-designing, such as for-profit entities in the retail sector. It also offers another creative solution to this conundrum by showcasing the value of collaborating with higher education institutes. The book examines how to mobilize people by showcasing the interplay of various communication aspects, that is text, imagery, and an auditory component, which work in harmony to foreground urgency in a warning, and are intended to assist the audience in sense making and subsequent action taking.
Connected or Disconnected? Exploring the Relationship Between Citizenship Norms and Other Citizenship Attitudes in Young People
(Routledge, 2022) Villalobos, Cristóbal; Carrasco Ogaz, Diego; Miranda Riquelme, Catalina; Morel Rioseco, María Jesús; Treviño Villarreal, Juan Ernesto; Sandoval-Hernández, Andrés
Citizenship is a complex, multidimensional concept that comprises a broad set of beliefs, values, skills, knowledge, actions, and dispositions. Due to this multiplicity, the relationships between the components of citizenship are not necessarily linear or causal. Using the largest and most recent comparative study on youth citizenship, the 2016 International Civic and Citizenship Education Study, this chapter analyzes the relationship between civic norms and four attitudes: multiculturalism, gender equality, patriotism, and respect for democracy. To differentiate between different types of civic norms, five profiles of eighth-grade students are discussed: (1) comprehensive (students who express that all civic norms are important; (2) duty-based (students who support traditional norms, like obeying the law or respecting authorities); (3) socially engaged (students who support norms oriented toward helping the community and protecting the environment and human rights); (4) monitorial (students who value non-conventional forms of political participation); and (5) anomic (those with the lowest endorsement in all citizenship norms). General trends show that the profiles of civic norms endorsement vary significantly between countries, suggesting that citizenship norms are constructed contextually. There is continued relevance in exploring the contradictory relationship between patriotism and multiculturalism, or gender equality with respect to other civic attitudes.
Convergence of Digital Technologies in Science Teaching at School
(Springer Nature, 2024) García-Martínez, Álvaro; Struchiner, Miriam; Quintanilla Gatica, Mario R.; Abella, Sandra; Abella-Peña, Leonardo; Rodríguez-Malebrán, Mariano; Dos Santos Neto, Raul
This chapter presents the convergence of digital technologies applied in four experiences of interaction in science education. The first experience presents the potential of the interaction forums of virtual social networks in the context of physics explored through a science fiction film. The second summarizes the development of a video game for mobile devices focused on the recognition of biological controllers. The third and fourth sections present the design and application of online role-playing video games to teach about wetland ecosystems and to develop the concept of discontinuity of matter, respectively. Each of the experiences presents its objectives, scope, and limitations, together with reflections and projections of the work done, with the intention of offering the reader possible scenarios for future or current research in the field.
Cultivating a Critical Gaze: Managing Technicality in Ancient History Teaching
(Cambridge University Press, 2024) Hao, J.; Martin, J. R.
In this chapter we explore the teaching of ancient history in an Australian junior secondary school classroom, focusing particularly on how the knowledge of government in city-states in Ancient Greek are developed. We show that an important part of knowledge building in ancient history involves ‘factoring out’ the meanings which are condensed in technical terms – characterised informally as ‘flexi-tech’ because of the weakly classified nature of the terms. Throughout two history lessons, the teacher guides the students to think ‘critically’ about how types of government are categorised. We show that while Spartan government is referred to in different pedagogic materials as a monarchy, an oligarchy, or a military state, as the lessons unfold the teacher repositions Spartan government as a complex structure – comprising elements of different kinds, including specific elements of democracy. Our analysis focuses on how this repositioning is achieved and what kind of ‘critical thinking’ is involved.
Dimensiones del talento a la base de la figura del profesor talentoso: propuesta teórica desde un paradigma diverso
(Octaedro Editorial, 2023) Catalán Urbina, Marco; Jurado de los Santos, Pedro
Assuming the presence of the talented teacher in the field of teacher training implies determining the way in which his talent is characterized. For this, it is essential that the perspective of talent that is considered has an integral nature, as long as it admits a wide diversity of capacities and abilities typical of the teaching work. In turn, it is expected that such qualities can be identified, detected and developed in those who are postulated as potential talented teachers, as long as they have been able to manifest them in a stage prior to the election and admission to the career. The review of the specialized literature has led to the identification of six groups of teaching competencies that would contribute to the figure of the talented teacher (social, emotional, cognitive, didactic/pedagogical, disciplinary, and professional), which has led to a theoretical proposal regarding to the composition of the talent to the base of this type of teachers. Thus, in this context, there are three key dimensions of talent: academic talent, pedagogical talent and socio-emotional talent. The characterization of each of these dimensions is exposed, emphasizing the importance of acting in a virtuous and complementary way, as well as discussing the need to find the most appropriate mechanisms to detect them and manage their development in future teachers.
Dimensiones del talento a la base de la figura del profesor talentoso: propuesta teórica desde un paradigma diverso
(Octaedro Editorial, 2023) Catalán Urbina, Marco; Jurado de los Santos, Pedro
Assuming the presence of the talented teacher in the field of teacher training implies determining the way in which his talent is characterized. For this, it is essential that the perspective of talent that is considered has an integral nature, as long as it admits a wide diversity of capacities and abilities typical of the teaching work. In turn, it is expected that such qualities can be identified, detected and developed in those who are postulated as potential talented teachers, as long as they have been able to manifest them in a stage prior to the election and admission to the career. The review of the specialized literature has led to the identification of six groups of teaching competencies that would contribute to the figure of the talented teacher (social, emotional, cognitive, didactic/pedagogical, disciplinary, and professional), which has led to a theoretical proposal regarding to the composition of the talent to the base of this type of teachers. Thus, in this context, there are three key dimensions of talent: academic talent, pedagogical talent and socio-emotional talent. The characterization of each of these dimensions is exposed, emphasizing the importance of acting in a virtuous and complementary way, as well as discussing the need to find the most appropriate mechanisms to detect them and manage their development in future teachers.
Early Career Academics and Internationalization
(2023) Flander, Alenka; Guzmán Sobarzo, Pamela Beatriz; Probst Schilter, Carole; Tulppo, Paula; Da Wan, Chang
This chapter focuses on internationalization trends of early career academics based on the Academic Profession in the Knowledge-based Society (APIKS) global survey, involving 34,674 academics across 16 countries. The 16 countries are further categorized into: advanced, emerging European, and emerging non-European. Among the participating academics, 15,871 (45%) were early career academics. Based on these participants, this chapter examines the extent of internationalization in the training background of early career academics, as well as in their current activities of teaching, research, and external engagement. In terms of background and training, we found that across all countries, a greater number of senior than early career academics obtained their doctoral degree from a different country to the one they are working in. Specifically in teaching, we examine the international perspective, content, and student body. In research, we explore collaboration with international colleagues, characterization of primary research, publications, co-authorship, and research funding. In external engagement, we delve into the contribution to external international society. Overall, this chapter highlights various trends of internationalization within and across the three categories of countries, and underlines illuminating key factors that support as well as challenge the extent of internationalization of early career academics.
Evaluación de las experiencias de aprendizaje online v/s presencial de sustentabilidad urbana y elaboración de un manual para su enseñanza universitaria mediante estrategias de aprendizaje activo
(2023) Bergamini Ladrón de Guevara, Kay Joaquín; Vicuña del Río, María Magdalena; Moris Iturrieta, Roberto
El periodo de pandemia entre 2020 y 2021, provocó un cambio sustancial para todos quienes ejercen la docencia, especialmente en la forma de dictar las clases, pasando desde una enseñanza principalmente en el aula a una online apoyada de distintas herramientas tecnológicas. En dicho contexto este proyecto financiado por la Pontificia Universidad Católica de Chile, buscó indagar respecto de la percepción de estudiantes del curso Exploraciones Urbanas: Territorio Sustentable y su experiencia de aprendizaje en las distintas modalidades. Los resultados del proyecto muestran una preferencia de los estudiantes por las clases presenciales, así como el desarrollo de un manual que busca orientar el trabajo de los docentes en el uso de estrategias de aprendizaje activo enfocadas a la sustentabilidad, tanto presencial como online. La importancia está dada por el hecho que se implementaron estrategias docentes de aprendizaje activo, que en su mayoría son presenciales, las que debieron ser rediseñadas para el ambiente online.
Experiencia universitaria en pandemia: ¿Qué sabemos de los estudiantes en contexto de desventaja socioeconómica?
(Centro de Políticas Públicas UC (Chile), 2022) Vizcarra Rebolledo, Hilda Ruby; Zapata Larraín, Gonzalo
Este artículo aborda el análisis de la experiencia estudiantil en pandemia de universitarios en contexto de desventaja socio-económica, a partir de antecedentes proporcionados por la Encuesta Nacional de Compromiso Estudiantil, ENCE 2020, y desarrollado en el marco de un curso del programa UC Propone. Los resultados sugieren que los estudiantes en desventaja socio-económica presentan diversidad en su experiencia estudiantil y algunas diferencias respecto de aquellos provenientes de sectores más acomodados. El desafío de una educación superior de calidad y con justicia social, requiere poner mayor atención no sólo a las características en el acceso de los estudiantes, sino que, a sus diversas trayectorias y necesidades para enriquecer las oportunidades de formación y promover el logro académico.
Facing the change beyond COVID-19: continuous curriculum improvement in higher education using learning analytics
(Edward Elgar, 2022) Hilliger Carrasco, Isabel; Pérez Sanagustin, Mar
Due to the rapid digitalization of Higher Education, universities and colleges have access to more student data than ever before, allowing for real-time analysis of student behaviour and learning results. To evaluate the quality of curriculum and teaching practices, some institutions have relied on curriculum analytics a subfield of learning analytics aiming to leverage educational data for improving program quality and student learning. So far, some promising tools have been developed to inform curriculum renewal strategies. However, this is still an emerging research area, so little is known about how it supports continuous curriculum improvement in different university settings. More robust design-based research is needed to understand how curriculum analytics helps higher education stakeholders gain better understanding of student outcome attainment. This chapter presents a research agenda that reflects on the importance of promoting continuous curriculum improvement and the research challenges for using curriculum analytics for this purpose.
Hacia intervenciones de fomento lector inicial para el hogar ajustadas a sus usuarios: aportes del Diseño Centrado en el Individuo
(Ediciones Universidad Finis Terrae, 2023) Mendive Criado, Susana; Lecaros Besa, Catalina del Rosario
How Could Be Used Student Comments for Delivering Feedback to Instructors in Higher Education?
(Springer, 2024) Astudillo Laroze, Gabriel Alejandro; Hilliger Carrasco, Isabel; Baier Aranda, Jorge Andres
In higher education, open-text comments from Student Evaluations of Teaching (SET) provide valuable insights into instructional strategies. However, processing these comments can be challenging, leading to limited feedback for instructors. This research aims to develop Natural Language Processing (NLP) strategies to transform student comments into actionable feedback. Two research questions guide this study: 1) How can NLP methods diagnose the effectiveness or mismatch of instruction in higher education? and 2) How can these diagnoses inform personalized recommendations for contextually relevant teaching practices? Using cosine similarity between vector representations of student comments and literature-based statements it is diagnosed the presence of effective teaching practices. This diagnosis will inform personalized feedback recommendations. Preliminary work has used Exploratory Factor Analysis was used to analyze latent dimensions in the comment-statement similarity matrix and results suggest that correlations are linked to pedagogically relevant latent variables. This methodology seems to be a valid strategy for diagnosing the effectiveness or mismatch of teaching practices in higher education. Future research directions include exploring text data representations from different theoretical perspectives on education and investigating the impact and implementation of teaching practices suggested by language models compared to those recommended by human agents.
Integrating SageMath and Canvas LMS as an Asynchronous and Interactive Learning Model in an Introductory Linear Algebra Course
(Springer, 2024) Rojas Bruna, Carlos Eduardo; Allahbakhshi Hosseini, Mahsa Mahnaz
The aim of this paper is to present a model for developing computer-based laboratory activities in the undergraduate course Introduction to Linear Algebra at the Pontificia Universidad Católica de Chile, and to discuss some of the findings observed during the implementation. The purpose of the model is to introduce students, both from the mathematics degree program and prospective secondary mathematics teachers to basic programming concepts through problem-solving, using questionnaires presented in an HTML format. To facilitate learning, these questionnaires will be solved using SageMath as a computational algebraic system of support and Canvas LMS as a learning management system. The presented model aims to leverage the advantages of digital tools to enhance the teaching and learning of linear algebra. The integration of SageMath and Canvas LMS enables an interactive and asynchronous learning experience, where students can explore mathematical concepts at their own pace and receive immediate feedback. However, it is also emphasized in the article that it is important to consider individual differences among students and adapt the model accordingly to meet their needs and abilities.
Managerial discourse as neutralizer? The influence of the concealment of social categories on the experience of workplace bullying in research organizations
(Emerald Group Publishing Ltd., 2022) Vandevelde-Rougale, Agnès; Guerrero Morales, Patricia
This chapter looks at the discursive dimension of the working environment in research and higher education organizations; more specifically at neoliberal managerial discourse and at how it participates in shaping the way researchers, teachers and support staff perceive themselves and their experiences. It is based on a multiple case study and combines an inter-sectional and a socio-clinical approach. The empirical data is constituted by in-depth interviews with women conducted in Ireland and Chile, and includes some observations made in France. A thematic analysis of individual narratives of self-ascribed experiences of being bullied enables to look behind the veil drawn by managerial discourse, thus providing insights into power vectors and power domains contributing to workplace violence. It also shows that workplace bullying may reinforce identification to undervalued social categories. This contribution argues that neoliberal managerial discourse, by encouraging social representations of "neutral" individuals at work, or else celebrating their "diversity," conceals power relations rooting on different social categories. This process influences one's perception of one's experience and its verbalization. At the same time, feeling assigned to one or more of undervalued social category can raise the perception of being bullied or discriminated against. While research has shown that only a minority of incidents of bullying and discrimination are reported within organizations, this contribution suggests that acknowledging the multiplicity and superposition of categories and their influence in shaping power relations could help secure a more collective and caring approach, and thus foster a safer work culture and atmosphere in research organizations.

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