An exploratory study of Chilean early childhood teachers' professional learning communities

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dc.contributor.authorGuerra, Paula
dc.contributor.authorFigueroa-Cespedes, Ignacio
dc.contributor.authorZamora, Pablo
dc.contributor.authorGonzalez, Maria Paz
dc.date.accessioned2025-01-20T17:12:09Z
dc.date.available2025-01-20T17:12:09Z
dc.date.issued2024
dc.description.abstractResearchshows that Professional Learning Communities (PLCs) foster teachers'professional learning. However, there is little knowledge about theirimplementation among early childhood (EC) teachers in Chilean andLatin American contexts. This article seeks to characterize two PLCscomposed of EC teachers and to analyse, from the participants'perspectives, the experience as a professional learning process. Froma qualitative perspective, a multiple case study was developed. 27 ECteachers participated, 12 from PLC 1 and 15 from PLC 2. Datacollection included nonparticipant observations, interviews and focusgroups. Data were analysed by an open coding process based ongrounded theory. The results show that each PLC highlighted differentaspects related to pedagogical practice, self-care practice, trustand close relationships, and institutional validation. From theteachers' perspective, PLCs contribute to professional learning, interms of fostering complex and critical reflective practice, andcollaborative conceptual learning that promotes not only knowledgeacquisition and construction but is also empowering for teachers.Practical and investigative implications are discussed.
dc.description.funderFondo Nacional de Desarrollo Cientifico y Tecnologico
dc.fuente.origenWOS
dc.identifier.doi10.1080/09575146.2023.2198164
dc.identifier.eissn1472-4421
dc.identifier.issn0957-5146
dc.identifier.urihttps://doi.org/10.1080/09575146.2023.2198164
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/91234
dc.identifier.wosidWOS:000962726000001
dc.issue.numero3-4
dc.language.isoen
dc.pagina.final599
dc.pagina.inicio585
dc.revistaEarly years
dc.rightsacceso restringido
dc.subjectProfessional learning communities
dc.subjectcognitive mediation
dc.subjectprofessional development
dc.subjectearly childhood education
dc.subjectpedagogical practice
dc.subject.ods04 Quality Education
dc.subject.odspa04 Educación de calidad
dc.titleAn exploratory study of Chilean early childhood teachers' professional learning communities
dc.typeartículo
dc.volumen44
sipa.indexWOS
sipa.trazabilidadWOS;2025-01-12
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