Professional learning communities in initial teacher education in Uruguay: social network analysis
This research addresses a network analysis in three teacher education centers for teachers and professors in Uruguay to determine the degree to which they function in professional communities according to four aspects: innovation initiatives, information exchange, digital inclusion, and collaboratio...
I tiakina i:
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| Ētahi atu kaituhi: | , |
| Hōputu: | article |
| Reo: | Ingarihi |
| I whakaputaina: |
2024
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| Ngā marau: | |
| Urunga tuihono: | https://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/3479 https://hdl.handle.net/20.500.11968/7523 http://hdl.handle.net/20.500.11968/7523 |
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Kāore He Tūtohu, Me noho koe te mea tuatahi ki te tūtohu i tēnei pūkete!
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| _version_ | 1868890196966113280 |
|---|---|
| author | Cabrera Borges, Claudia |
| author2 | Tejera Techera, Andrea Questa-Torterolo, Mariela |
| author2_role | author author |
| author_browse | Cabrera Borges, Claudia Questa-Torterolo, Mariela Tejera Techera, Andrea |
| author_facet | Cabrera Borges, Claudia Tejera Techera, Andrea Questa-Torterolo, Mariela |
| author_role | author |
| collection | RAD |
| dc.creator.none.fl_str_mv | Cabrera Borges, Claudia Tejera Techera, Andrea Questa-Torterolo, Mariela |
| dc.date.none.fl_str_mv | 2024-01-01 2025-07-29T19:40:35Z 2025-07-29T19:40:35Z |
| dc.format.none.fl_str_mv | application/pdf text/html text/xml |
| dc.identifier.none.fl_str_mv | https://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/3479 10.18861/cied.2024.15.1.3479 https://hdl.handle.net/20.500.11968/7523 http://hdl.handle.net/20.500.11968/7523 |
| dc.language.none.fl_str_mv | eng |
| dc.publisher.none.fl_str_mv | Universidad ORT Uruguay |
| dc.relation.none.fl_str_mv | https://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/3479/3894 https://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/3479/4063 https://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/3479/4064 |
| dc.rights.none.fl_str_mv | http://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
| dc.source.none.fl_str_mv | Cuadernos de Investigación Educativa; Vol. 15 No. 1 (2024) Cuadernos de Investigación Educativa; Vol. 15 Núm. 1 (2024) Cuadernos de Investigación Educativa; v. 15 n. 1 (2024) 1688-9304 1510-2432 10.18861/cied.2024.15.1 reponame:RAD instname:Universidad ORT Uruguay instacron:Universidad ORT |
| dc.subject.none.fl_str_mv | comunidades de práctica desarrollo profesional formación inicial docente colaboración docente análisis de redes communities of practice professional development preservice teacher education teacher collaboration network analysis comunidades de prática desenvolvimento profissional formação inicial de professores colaboração do professor análise de rede |
| dc.title.none.fl_str_mv | Professional learning communities in initial teacher education in Uruguay: social network analysis Comunidades profesionales de aprendizaje en la formación inicial del profesorado en Uruguay: análisis de redes sociales Comunidades de aprendizagem profissional na formação inicial de professores no Uruguai: análise de redes sociais |
| dc.type.none.fl_str_mv | info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion info:eu-repo/semantics/publishedVersion |
| description | This research addresses a network analysis in three teacher education centers for teachers and professors in Uruguay to determine the degree to which they function in professional communities according to four aspects: innovation initiatives, information exchange, digital inclusion, and collaboration in planning. The study is based on a previous categorization regarding the level of digital inclusion for deep learning on the basis of an online survey applied to 32 principals of public teacher education centers (high, medium, and low levels). One case was identified at each level, taking into account the geographic characteristics and the type of teacher education center. In each case, information-gathering techniques were applied: in-depth interviews, surveys for the network analysis, and focus groups. Results show that in all three cases, professional learning communities lite (as defined by Dufour & Reeves, 2016). In two of the centers, those with the higher rate of digital inclusion for learning, there is a diversity in the actors who form the ties that make up the networks. Last, the innovation network is the weakest in terms of the number and variety of the ties. |
| eu_rights_str_mv | openAccess |
| format | article |
| id | anni_cfc3d00a35b9ed1a20f9f538f2578ca3 |
| identifier_str_mv | 10.18861/cied.2024.15.1.3479 |
| instacron_str | Universidad ORT |
| institution | Universidad ORT |
| instname_str | Universidad ORT Uruguay |
| language | eng |
| network_acronym_str | anni |
| network_name_str | oai-lr-anni |
| oai_identifier_str | oai:rad.ort.edu.uy:20.500.11968/7523 |
| publishDate | 2024 |
| publishDateSort | 2024 |
| publisher.none.fl_str_mv | Universidad ORT Uruguay |
| reponame_str | RAD |
| repository.mail.fl_str_mv | |
| repository.name.fl_str_mv | |
| repository_id_str | |
| rights_invalid_str_mv | http://creativecommons.org/licenses/by/4.0 |
| spelling | Professional learning communities in initial teacher education in Uruguay: social network analysisComunidades profesionales de aprendizaje en la formación inicial del profesorado en Uruguay: análisis de redes socialesComunidades de aprendizagem profissional na formação inicial de professores no Uruguai: análise de redes sociaisCabrera Borges, ClaudiaTejera Techera, AndreaQuesta-Torterolo, Marielacomunidades de prácticadesarrollo profesionalformación inicial docentecolaboración docenteanálisis de redescommunities of practiceprofessional developmentpreservice teacher educationteacher collaborationnetwork analysiscomunidades de práticadesenvolvimento profissionalformação inicial de professorescolaboração do professoranálise de redeThis research addresses a network analysis in three teacher education centers for teachers and professors in Uruguay to determine the degree to which they function in professional communities according to four aspects: innovation initiatives, information exchange, digital inclusion, and collaboration in planning. The study is based on a previous categorization regarding the level of digital inclusion for deep learning on the basis of an online survey applied to 32 principals of public teacher education centers (high, medium, and low levels). One case was identified at each level, taking into account the geographic characteristics and the type of teacher education center. In each case, information-gathering techniques were applied: in-depth interviews, surveys for the network analysis, and focus groups. Results show that in all three cases, professional learning communities lite (as defined by Dufour & Reeves, 2016). In two of the centers, those with the higher rate of digital inclusion for learning, there is a diversity in the actors who form the ties that make up the networks. Last, the innovation network is the weakest in terms of the number and variety of the ties.Esta investigación aborda el análisis de redes sociales en tres centros de formación inicial de maestros y profesores en Uruguay, para determinar el grado en que alcanzan un funcionamiento en comunidades profesionales de aprendizaje, en función de cuatro aspectos: iniciativas de innovación, intercambio de información, inclusión digital y colaboración en la planificación. El estudio parte de una categorización previa respecto al nivel de inclusión digital para el aprendizaje profundo, a partir de una encuesta online a los 32 directivos de centros públicos de formación docente inicial (nivel alto, medio y bajo). Se identificó un caso para cada nivel teniendo en cuenta características geográficas y modalidad de formación docente. En cada caso, se aplicaron técnicas de relevamiento de información: entrevistas en profundidad, encuestas para el análisis de redes y focus group. Los resultados permiten afirmar que en los tres centros existe una conformación de comunidades profesionales de aprendizaje ligeras. En dos de los centros, los que poseen un mayor índice de inclusión digital para el aprendizaje, existe diversidad de actores como base de los vínculos que integran las redes. Por último, la innovación es la red más débil en cuanto a cantidad y variedad de vínculos.Esta pesquisa aborda a análise das redes sociais em três centros de formação inicial de professores do ensino fundamental y do ensino medio no Uruguai, para determinar o grau em que eles conseguem um funcionamento em comunidades de aprendizagem profissional com base em quatro aspectos: iniciativas de inovação, troca de informações, inclusão digital e colaboração em planejamento. O estudo parte de uma categorização prévia quanto ao nível de inclusão digital para deep learning, a partir de uma pesquisa online com 32 gestores de centros públicos de formação inicial de professores (nível alto, médio e baixo). Foi identificado um caso para cada nível tendo em conta as características geográficas e a modalidade de formação dos professores. Em cada caso, foram aplicadas técnicas de coleta de informações: entrevistas em profundidade, pesquisas para análise de rede e grupos focais. Os resultados permitem afirmar que nos três centros há formação de comunidades leves de aprendizagem profissional. Em dois dos polos, aqueles com maior índice de inclusão digital para aprendizagem, há uma diversidade de atores como base dos vínculos que compõem as redes. Finalmente, a inovação é a rede mais fraca em termos de quantidade e variedade de links.Universidad ORT Uruguay2024-01-012025-07-29T19:40:35Z2025-07-29T19:40:35Zinfo:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/publishedVersionapplication/pdftext/htmltext/xmlhttps://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/347910.18861/cied.2024.15.1.3479https://hdl.handle.net/20.500.11968/7523http://hdl.handle.net/20.500.11968/7523Cuadernos de Investigación Educativa; Vol. 15 No. 1 (2024)Cuadernos de Investigación Educativa; Vol. 15 Núm. 1 (2024)Cuadernos de Investigación Educativa; v. 15 n. 1 (2024)1688-93041510-243210.18861/cied.2024.15.1reponame:RADinstname:Universidad ORT Uruguayinstacron:Universidad ORTenghttps://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/3479/3894https://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/3479/4063https://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/3479/4064http://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessoai:rad.ort.edu.uy:20.500.11968/75232026-06-16T04:12:03Z |
| spellingShingle | Professional learning communities in initial teacher education in Uruguay: social network analysis Cabrera Borges, Claudia comunidades de práctica desarrollo profesional formación inicial docente colaboración docente análisis de redes communities of practice professional development preservice teacher education teacher collaboration network analysis comunidades de prática desenvolvimento profissional formação inicial de professores colaboração do professor análise de rede |
| status_str | publishedVersion |
| title | Professional learning communities in initial teacher education in Uruguay: social network analysis |
| title_full | Professional learning communities in initial teacher education in Uruguay: social network analysis |
| title_fullStr | Professional learning communities in initial teacher education in Uruguay: social network analysis |
| title_full_unstemmed | Professional learning communities in initial teacher education in Uruguay: social network analysis |
| title_short | Professional learning communities in initial teacher education in Uruguay: social network analysis |
| title_sort | Professional learning communities in initial teacher education in Uruguay: social network analysis |
| topic | comunidades de práctica desarrollo profesional formación inicial docente colaboración docente análisis de redes communities of practice professional development preservice teacher education teacher collaboration network analysis comunidades de prática desenvolvimento profissional formação inicial de professores colaboração do professor análise de rede |
| url | https://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/3479 https://hdl.handle.net/20.500.11968/7523 http://hdl.handle.net/20.500.11968/7523 |