Teaching Collegiality in Mexican Primary School: An Analysis of Its Practices
| Autores principales: | , |
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| Formato: | Online |
| Idioma: | spa eng |
| Publicado: |
Universidad Nacional, Costa Rica
2017
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| Acceso en línea: | https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/7284 |
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EDUCARE7284 |
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ojs |
| institution |
Universidad Nacional de Costa Rica |
| collection |
Revista Electrónica Educare |
| language |
spa eng |
| format |
Online |
| author |
Martínez-Cruz, Efren Moreno-Olivos, Tiburcio |
| spellingShingle |
Martínez-Cruz, Efren Moreno-Olivos, Tiburcio Teaching Collegiality in Mexican Primary School: An Analysis of Its Practices |
| author_facet |
Martínez-Cruz, Efren Moreno-Olivos, Tiburcio |
| author_sort |
Martínez-Cruz, Efren |
| title |
Teaching Collegiality in Mexican Primary School: An Analysis of Its Practices |
| title_short |
Teaching Collegiality in Mexican Primary School: An Analysis of Its Practices |
| title_full |
Teaching Collegiality in Mexican Primary School: An Analysis of Its Practices |
| title_fullStr |
Teaching Collegiality in Mexican Primary School: An Analysis of Its Practices |
| title_full_unstemmed |
Teaching Collegiality in Mexican Primary School: An Analysis of Its Practices |
| title_sort |
teaching collegiality in mexican primary school: an analysis of its practices |
| title_alt |
La colegialidad docente en la escuela primaria mexicana: Análisis de sus prácticas |
| publisher |
Universidad Nacional, Costa Rica |
| publishDate |
2017 |
| url |
https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/7284 |
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AT martinezcruzefren teachingcollegialityinmexicanprimaryschoolananalysisofitspractices AT morenoolivostiburcio teachingcollegialityinmexicanprimaryschoolananalysisofitspractices AT martinezcruzefren lacolegialidaddocenteenlaescuelaprimariamexicanaanalisisdesuspracticas AT morenoolivostiburcio lacolegialidaddocenteenlaescuelaprimariamexicanaanalisisdesuspracticas |
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1805405828522442752 |
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EDUCARE72842022-08-02T23:24:11Z Teaching Collegiality in Mexican Primary School: An Analysis of Its Practices La colegialidad docente en la escuela primaria mexicana: Análisis de sus prácticas Martínez-Cruz, Efren Moreno-Olivos, Tiburcio Teacher collaboration school management school culture educational practices primary education. Colaboración docente dirección escolar cultura escolar prácticas educativas educación primaria. Teaching collegiality in the Mexican primary school is influenced by a global dynamic that forms a complex school culture, with singular educational practices that have been established over time. A qualitative investigation of ethnographic character was conducted by using the case study modality. The case consisted of 13 professionals in charge of the primary education management. The techniques used to collect data were participant observation, semi-structured interview and analysis of documents. Through an inductive research process, empirical categories of analysis were constructed to finally produce an interpretative text that identified some practices of teacher collaboration; these practices are described and analyzed in this article. Among the main findings, it was identified that what motivates the teaching staff to collaborate with others has to do with resolving practical and immediate situations with preciseness; so, the school can continue to function with «a sense of normality». It was also confirmed that the time for teaching collegiality is not scheduled; then, the teachers often consume their students’ recess time, and even the management staff extends that time to develop different meetings related to providing several types of information. La colegialidad docente en la escuela primaria mexicana se desarrolla influenciada por una dinámica global que conforma una cultura escolar compleja, con prácticas educativas singulares que se han ido sedimentando a través del tiempo. Se realizó una investigación cualitativa de corte etnográfico mediante la modalidad de estudio de casos. El caso estuvo conformado por 13 profesionales a cargo de la dirección de educación primaria. Las técnicas para la recogida de los datos fueron la observación participante, la entrevista semiestructurada y el análisis de documentos. Mediante un proceso de investigación inductivo se construyeron las categorías de análisis empíricas, para finalmente producir un texto interpretativo que identifica algunas de las prácticas de colaboración docente que en el artículo se describen y analizan. Entre los hallazgos principales se identificó que lo que impulsa al profesorado para colaborar con otras personas tiene que ver con resolver situaciones prácticas e inmediatas con oportunidad, para que la escuela siga funcionando con “cierta normalidad”. También se pudo constatar que el tiempo para la colegialidad docente no está previsto, por lo que a menudo el profesorado consume el tiempo del recreo de sus estudiantes, incluso el personal directivo amplía ese tiempo para desarrollar diferentes reuniones relacionadas con ofrecer información de diverso tipo. Universidad Nacional, Costa Rica 2017-04-16 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion journal article artículo artigo application/pdf text/html application/epub+zip audio/mpeg audio/mpeg application/xml https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/7284 10.15359/ree.21-2.6 Revista Electrónica Educare; Vol. 21 No. 2 (2017): Educare Electronic Journal (May-August); 1-21 Revista Electrónica Educare; Vol. 21 Núm. 2 (2017): Revista Electrónica Educare (mayo-agosto); 1-21 Revista Electrónica Educare; v. 21 n. 2 (2017): Educare Electronic Journal (May-August); 1-21 1409-4258 spa eng https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/7284/16575 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/7284/10821 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/7284/10822 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/7284/10823 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/7284/10824 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/7284/11443 Copyright (c) 2017 Revista Electrónica Educare |