Browsing by Author "Pereira Mardones, Sebastián Andrés"
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- ItemDisentangling the binomial change/inertia to the Chilean educational policy in the post-dictatorship era (1990–2022). A normative policy instrument perspective(2024) Villalobos, Cristóbal; Quiero Bastias, Máximo Francisco; Pereira Mardones, Sebastián Andrés; Peralta, JoséChile is a paradigmatic case of market-oriented educational policies. This has led to a prolific research agenda aimed at understanding the trajectory and trends during the country’s dictatorial period and after the return to democracy. Generally, these studies have focused on comparing the main educational policies across different governments. In contrast, this article employs a normative policy instrument perspective to analyse the trajectory of Chilean educational policies from 1990 to 2022. The focus is on disentangling the inertia/change binomial in the implementation of educational policies, considering policy development within and between governments. Thus, the article seeks to understand when, how, and why subjects of educational policies, financial priorities, and ideological orientations change or persist over more than 30 years. The findings challenge the belief that educational policies are coherent and consistent within governments, identifying grey areas in each period. Additionally, the paper provides evidence of historical inertia in educational policies that transcends the ideologies of the governing parties. Finally, it is observed that changes in market-oriented educational policies have been more pronounced in the last decade, particularly during periods of political alternation between left- and right-wing governments.
- ItemTeachers' perceptions about the delivery and methodology of a blended learning mentor training course: a case from Chile(2023) Cabezas Gazaga, Verónica; Pereira Mardones, Sebastián Andrés; Figueroa Iglesias, Catalina; Straub Barrientos, Camila PazPurpose: The purpose of this study is to describe the perceptions of participants regarding a blended learning training course in Chile (and its e-learning adaptation due to the COVID-19 pandemic) for mentor teachers (MTs). The MT learns theoretical elements of mentoring and in parallel accompanies a newly qualified teacher while receiving support from an online tutor. Opinions are presented from MTs and accompanied teachers (ATs) about the contribution, format and methodology of the course. Design/methodology/approach: A program evaluation with mixed methodology was used. Online questionnaires were sent to MTs and ATs at the end of the course. Returned questionnaires totaled 98 MTs and 20 ATs for the blended learning version and 75 MTs and 54 ATs for the e-learning format. In addition, 11 post-course interviews were conducted in three schools with MTs, ATs and their school leaders. Findings: The course contributed to the development of mentoring skills. Participants highlighted the importance of the face-to-face component of both versions. The theoretical–practical methodology used was positively evaluated. Support and feedback provided to MTs by the online tutor was important for developing skills. Research limitations/implications: Results are part of a case (n = 247), so general statements cannot be made about the population. Practical implications: While this program evaluation focuses on a specific context, the results can contribute to the design of effective MT online training courses in other contexts and countries, given the limited body of research on this type of experience. Originality/value: The course provided is described in detail, which may be useful when designing similar mentor education courses in other contexts