Collaborative professional learning in teachers from China and Chile
Different practices of the so-called collaborative professional learning (APC) have been implemented in various educational systems, which has generated a significant improvement in teaching performance and an enrichment of student learning. However, research around this methodology must continue to...
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| Publicado en: | Apuntes Universitarios |
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| Autores principales: | , , , |
| Formato: | Artículo de revista |
| Lenguaje: | español |
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Universidad Peruana Unión
2022
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| _version_ | 1881695046406766592 |
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| author | Palacios Núñez, Madeleine Lourdes Deroncele Acosta, Angel Isasi Kámiche, Marcos Pablo Llaque, Paúl |
| author_browse | Deroncele Acosta, Angel Isasi Kámiche, Marcos Pablo Llaque, Paúl Palacios Núñez, Madeleine Lourdes |
| author_facet | Palacios Núñez, Madeleine Lourdes Deroncele Acosta, Angel Isasi Kámiche, Marcos Pablo Llaque, Paúl |
| author_sort | Palacios Núñez, Madeleine Lourdes |
| collection | Revistas |
| container_title | Apuntes Universitarios |
| description | Different practices of the so-called collaborative professional learning (APC) have been implemented in various educational systems, which has generated a significant improvement in teaching performance and an enrichment of student learning. However, research around this methodology must continue to explore new ways of learning among peers. Thus, the objective of this article is to explain, compare and evaluate the APC modalities put into practice in the educational systems of two countries that are world and regional leaders: China and Chile, respectively. For this, the methods of comparative education, documentary research and interpretive hermeneutics are used. Both educational systems and the implementation of the APC forms they have carried out are analyzed. These modalities are contrasted and evaluated taking sociocultural particularities as context. It is concluded that the various APC practices in China and Chile constitute important lessons to take advantage of and implement in relation to three aspects: collaborative culture, investigative culture and organizational culture. |
| format | Online |
| id | oai:ojs2.apuntesuniversitarios.upeu.edu.pe:article/1350 |
| institution | UPeU |
| issn | 2304-0335 2225-7136 |
| language | Spanish |
| publishDate | 2022 |
| publishDateRange | 2022 |
| publishDateSort | 2022 |
| publisher | Universidad Peruana Unión |
| publisherStr | Universidad Peruana Unión |
| record_format | ojs |
| revista_str_mv | Apuntes Universitarios |
| spelling | oai:ojs2.apuntesuniversitarios.upeu.edu.pe:article/13502022-12-26T14:33:16Z Collaborative professional learning in teachers from China and Chile El aprendizaje profesional colaborativo en docentes de China y Chile Palacios Núñez, Madeleine Lourdes Deroncele Acosta, Angel Isasi Kámiche, Marcos Pablo Llaque, Paúl Collaborative professional learning; joint pedagogical research; co-teaching; China; Chile Aprendizaje profesional colaborativo; investigación pedagógica conjunta; coenseñanza; China; Chile Different practices of the so-called collaborative professional learning (APC) have been implemented in various educational systems, which has generated a significant improvement in teaching performance and an enrichment of student learning. However, research around this methodology must continue to explore new ways of learning among peers. Thus, the objective of this article is to explain, compare and evaluate the APC modalities put into practice in the educational systems of two countries that are world and regional leaders: China and Chile, respectively. For this, the methods of comparative education, documentary research and interpretive hermeneutics are used. Both educational systems and the implementation of the APC forms they have carried out are analyzed. These modalities are contrasted and evaluated taking sociocultural particularities as context. It is concluded that the various APC practices in China and Chile constitute important lessons to take advantage of and implement in relation to three aspects: collaborative culture, investigative culture and organizational culture. Distintas prácticas del denominado aprendizaje profesional colaborativo (APC) se han implementado en diversos sistemas educativos. Tal aplicación ha generado una mejora significativa en el desempeño docente y un enriquecimiento del aprendizaje del estudiantado. Sin embargo, la investigación en torno a esta metodología debe seguir explorando nuevas formas de aprender entre pares. Así, el objetivo del presente artículo es explicar, comparar y evaluar las modalidades del APC puestas en práctica en los sistemas educativos de dos países referentes a nivel mundial y regional: China y Chile, respectivamente. Para ello, se utilizan los métodos de la educación comparada, la investigación documental y la hermenéutica interpretativa. Se analizan ambos sistemas educativos y la implementación de las formas de APC que han realizado. Se contrastan y se evalúan dichas modalidades teniendo como contexto las particularidades socioculturales. Se concluye que las diversas prácticas del APC en China y Chile constituyen importantes lecciones por aprovechar e implementar en relación con tres aspectos: la cultura colaborativa, la cultura investigativa y la cultura organizacional. Universidad Peruana Unión 2022-12-15 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://apuntesuniversitarios.upeu.edu.pe/index.php/revapuntes/article/view/1350 10.17162/au.v13i1.1350 Apuntes Universitarios; Vol. 13 Núm. 1 (2023): Revista de Investigación Apuntes Universitarios; 451-473 2304-0335 2225-7136 10.17162/au.v13i1 spa https://apuntesuniversitarios.upeu.edu.pe/index.php/revapuntes/article/view/1350/969 Derechos de autor 2022 Madeleine Lourdes Palacios Núñez, Angel Deroncele Acosta, Marcos Pablo Isasi Kámiche, Paúl Llaque https://creativecommons.org/licenses/by/4.0 |
| spellingShingle | Collaborative professional learning; joint pedagogical research; co-teaching; China; Chile Aprendizaje profesional colaborativo; investigación pedagógica conjunta; coenseñanza; China; Chile Palacios Núñez, Madeleine Lourdes Deroncele Acosta, Angel Isasi Kámiche, Marcos Pablo Llaque, Paúl Collaborative professional learning in teachers from China and Chile |
| title | Collaborative professional learning in teachers from China and Chile |
| title_alt | El aprendizaje profesional colaborativo en docentes de China y Chile |
| title_full | Collaborative professional learning in teachers from China and Chile |
| title_fullStr | Collaborative professional learning in teachers from China and Chile |
| title_full_unstemmed | Collaborative professional learning in teachers from China and Chile |
| title_short | Collaborative professional learning in teachers from China and Chile |
| title_sort | collaborative professional learning in teachers from china and chile |
| topic | Collaborative professional learning; joint pedagogical research; co-teaching; China; Chile Aprendizaje profesional colaborativo; investigación pedagógica conjunta; coenseñanza; China; Chile |
| topic_facet | Collaborative professional learning; joint pedagogical research; co-teaching; China; Chile Aprendizaje profesional colaborativo; investigación pedagógica conjunta; coenseñanza; China; Chile |
| url | https://apuntesuniversitarios.upeu.edu.pe/index.php/revapuntes/article/view/1350 |
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