Publicado may 14, 2024



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Karin Roa-Tampe https://orcid.org/0000-0003-3112-9088

Catalina Jesús Zenteno-Silva https://orcid.org/0000-0001-8665-1549

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Resumen

La colaboración docente se destaca como un medio imprescindible para la mejora escolar, el trabajo interdisciplinario, la profesionalización y la creación de nuevo conocimiento. La presente investigación, de carácter cualitativo y alcance analítico, por medio de entrevistas semiestructuradas, buscó indagar en las dificultades u obstáculos que impiden colaborar entre pares, según la percepción de docentes de escuelas chilenas. Los resultados y discusión ponen en evidencia que colaborar depende no solo de actitudes o características individuales, sino también del diseño del trabajo (mesonivel) y del liderazgo pedagógico, así como de la cultura profesional (macronivel). Asimismo, se problematizan los desafíos que esto plantea a la formación inicial y continua de las y los docentes, y las posibilidades que la gestión y el liderazgo escolar tienen de favorecer la colaboración entre profesionales en las escuelas.

Keywords

educational cooperation, educational policy, teaching collaboration, teacher behaviourcooperación educacional, política educacional, colaboración docente, comportamiento docente

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Cómo citar
Roa-Tampe, K., & Zenteno-Silva, C. J. (2024). ¿Por qué no pueden colaborar? Obstáculos para la colaboración docente. Magis, Revista Internacional De Investigación En Educación, 17, 1–22. https://doi.org/10.11144/Javeriana.m17.ppco
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