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dc.creatorGonzález Torres, Álvaro
dc.date.accessioned2021-11-09T15:32:00Z
dc.date.available2021-11-09T15:32:00Z
dc.date.issued2016es_CL
dc.identifier.urihttp://hdl.handle.net/10533/253042
dc.description.abstractIn Chile, within the context of the Preferential School Subsidy law (SEP), schools receive support for the design and implementation of their school improvement plans from Educational Technical Assistance (ATE) agencies. Based on a case study on the relationship between a university-based ATE and a municipal primary school this paper addresses the topic of teacher professional development in Chile. Although the case study did not intend to directly investigate the topic of teacher professional development it was systematically highlighted by the participants of the study. Consequently, this paper looks back at the findings of the case study and discusses the role of ATE as a strategy for school-based professional development. Finally, a theoretical reflection is presented on the tension between two practical orientations that could characterise ATE’s approach to school-based professional development in this and similar cases.es_CL
dc.relationinstname: ANID
dc.relationreponame: Repositorio Digital RI2.0
dc.relation.urihttp://perspectivaeducacional.cl/index.php/peducacional/article/view/376es_CL
dc.rightsinfo:eu-repo/semantics/openAccesses_CL
dc.titleCan Educational Technical Assistance (ATE) be a Strategy for Teacher Professional Development? Reflections from a Chilean Case Studyes_CL
dc.typeArticulo
dc.identifier.folio73100933es_CL
dc.relation.projectidinfo:eu-repo/grantAgreement//73100933es_CL
dc.relation.projectidinfo:eu-repo/grantAgreement//72120168.es_CL
dc.relation.setinfo:eu-repo/semantics/dataset/hdl.handle.net/10533/93477
dc.rights.driverinfo:eu-repo/semantics/openAccess
dc.title.journalPerspectiva Educacionales_CL
dc.type.driverinfo:eu-repo/semantics/article
dc.type.openaireinfo:eu-repo/semantics/publishedVersion


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