Browsing by Author "Escribano, Rosario"

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    COVID-19 and the right to education in Chile: An opportunity to revisit our social contract
    (2021) Gelber, Denisse; Castillo, Carolina; Alarcón, Luciano; Treviño Villarreal, Juan Ernesto; Escribano, Rosario
    © 2021, UNESCO Institute for Lifelong Learning and Springer Nature B.V.The COVID-19 pandemic is pushing the world into a devastating economic and social scenario. The consequences of this crisis largely impact children and teenagers, both now and in the future. School closures have particularly affected vulnerable children, deepening the effects of their unequal socio-economic circumstances. In this context, the actions governments are taking to protect their citizens’ right to education will be crucial to reducing or exacerbating inequality in the long term. The authors of this article analyse the case of Chile, one of the most successful countries in Latin America regarding educational achievement and enrolment, as well as the most segregated educational system among member countries of the Organisation for Economic Co-operation and Development (OECD). How is the right to education being guaranteed for all during the COVID-19 pandemic? Are the measures taken by the Ministry of Education mitigating or intensifying long-term inequalities? Based on the 4-A scheme described by Katarina Tomasevski, which conceptualises national governments’ obligations to guarantee the right to education, the authors examine the normative basis of Chile’s market-oriented educational system (1980–2013) as well as the latest educational reform (2014–2017), which aimed to promote the right to quality education, and critically analyse the measures adopted by the Chilean Ministry of Education in response to the pandemic. The authors conclude that Chile is facing a major challenge to ensure the right to education for all. A new social contract is required to reduce structural inequalities, and to avoid a potential setback in human rights
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    Creencias sobre escritura en docentes y futuros docentes: validación del instrumento y resultados comparativos
    (Emerson de Pietri, 2024) Espinosa, María Jesús; Escribano, Rosario; Marchant, Jorge; Morales, Solange; Castillo, Carolina
    © (2024), (Emerson de Pietri). All rights reserved.Although there is consensus regarding the importance of writing for learning across school subjects, classrooms instruction does not usually foster the development of complex writing skills. This research addressed teachers’ beliefs, given its relevance in informing educational decision-making. Specifically, a comparative study was undertaken to explore Chilean in service and pre-service teachers’s beliefs about writing, following the epistemic tradition. To achieve this, a Spanish instrument, centered on reproductive and epistemic beliefs, was adapted and validated through the administration of an online questionnaire to a sample of 232 participants. Confirmatory factor analysis (CFA) was employed, confirming the structure of two independent scales. Descriptive and mean comparison analyses between practicing and pre-service teachers, as well as between primary and secondary education teachers, revealed higher scores on the epistemic scale than on the reproductive scale for all groups. However, for the planning and textualization dimension, results leaned towards reproductive beliefs. Concerning reproductive beliefs, practicing teachers scored higher than pre-service teachers. Regarding epistemic beliefs, primary education teachers and practicing teachers scored higher than secondary education teachers and pre-service teachers. These results partially align with previous national studies on teachers’ beliefs about writing. The findings suggest some implications for teacher education in writing.
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    Global citizenship and youth: Profiles of perception of global threats
    (Routledge, 2022) Treviño Villarreal, Juan Ernesto; Escribano, Rosario; Villalobos, Cristóbal; Carrasco, Diego; Morel, Maria Jesús; Miranda, Catalina; Rocuant, Adolfo
    This study investigates the perception of global threats among young people. Using data from the 2016 International Civics and Citizenship Study and applying a latent class analysis technique, the chapter classifies students according to their perceptions on global threats in three dimensions: (1) environmental (pollution, climate change, and water shortages); (2) economic (global financial crises, energy shortages, poverty, unemployment, and food shortages); and, (3) sociopolitical (crime, violent conflict, terrorism, overpopulation, and infectious diseases). The results show that students can be categorized into five classes: (a) aware: students who are quite aware of all the threats posed to them in the survey; (b) unaware: students who consider the threats to the future, except for pollution, as mostly not important; (c) aware but conflict senseless: students who consider most of the global threats as important, except for crime, violent crime, and unemployment; (d) aware but climate change and overpopulation senseless: students who consider most of the global threats as important, except for overpopulation and climate change; and, (e) pollutionists: students who consider pollution as important. These classes are comparable across countries, and important regional differences are discussed.
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    High-quality teachers in low-quality schools: understanding the variation in teaching quality in low-achieving Chilean schools
    (2024) Escribano, Rosario; Mascareno, Mayra; Timmermans, Anneke; Trevino, Ernesto; Nussbaum, Miguel
    The aim of this study is to understand the strengths and weaknesses of schools and provide inputs to better inform both research and public policies. To address this aim, 258 low-achieving Chilean primary schools and their 1,266 teachers were analysed. On the basis of a multilevel latent class analysis, we found four profiles of teaching practices. The proportion of teachers in the high-quality teacher category is unexpectedly high (38.37%), followed by the low-quality (25.61%), content-oriented (18.91%), and climate-oriented (17.12%) categories. Finally, several school-level variables were tested to explore the link between school practices and teaching quality categories. The results show that the quality of the school's teaching practices related to their support for behavioural issues is associated with the probability of teachers belonging to the low-quality or climate-oriented categories. These findings can be valuable for policymaking, as they call for the development of strategies that strengthen teachers' capacities within schools.
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    Teacher motivation in Chile: Motivational profiles and teaching quality in an incentive-based education system
    (2022) Órdenes, Miguel; Treviño Villarreal, Juan Ernesto; Escribano, Rosario; Carrasco, Diego; Pontificia Universidad Católica de Chile. Centro de Medición MIDE UC; Pontificia Universidad Católica de Chile. Centro de Justicia Educacional; Universidad Diego Portales
    This study drew on Chilean teacher survey responses from TALIS 2018 data on teacher motivation in order to examine the extent to which these data reveal different motivational profiles among Chilean teachers. Also, it explores the influence of those profiles on quality teachers’ instruction. As a conceptual scaffold, this article uses Agency Theory and Public Service Motivation theory to conceptualize and explore the data. Using latent classes analysis, multivariate regressions with survey methods, results showed three different motivational profiles: utility-laden, modal, and socially-laden. From these profiles, modal teachers seem to produce better teaching quality compared with the others profiles. These results suggest that the teachers’ profiles are more diverse when it comes to work motivation and teaching quality than what it is described in the literature. These findings give interesting insights for policymakers and school leaders to better understand the teaching workforce and think in diverse governance and teacher management tools. It also opens a set of interesting questions about how to motivate the teacher workforce in Chile