Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/36337
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dc.contributor.authorPino-Yancovic, Mauricioen_UK
dc.contributor.authorGonzalez, Alvaroen_UK
dc.contributor.authorMadrid, Rominaen_UK
dc.contributor.editorArmstrong, Paulen_UK
dc.contributor.editorBrown, Chrisen_UK
dc.date.accessioned2024-10-17T00:00:25Z-
dc.date.available2024-10-17T00:00:25Z-
dc.date.issued2022en_UK
dc.identifier.urihttp://hdl.handle.net/1893/36337-
dc.description.abstractEvidence suggests that networking can be beneficial to enhance learning in challenging contexts, when there is a shared purpose, trustful relationships, and the development of meaningful collaborative practices. In Chile, the adoption of collaborative network practices has faced some challenges due to the long history of neoliberal policies characterised by hierarchical and market governance that promotes competition over collaboration among schools. Using Hood’s (1998) cohesion/regulation matrix, the Chilean education system can be characterized as fatalist, where cooperation among peers is mandated solely to meet external requirements to regulate schools’ and practitioners’ practice. However, in recent years, collaborative projects have been implemented that are framed and supported in an egalitarian culture, highlighting the importance and value of collaboration and support among peers to develop effective teaching practice. By analysing three experiences of networking in Chile, we identify two barriers for networking, distrust and isolation, and analyze the ways in which these networks attempted to overcome them to sustain effective collaboration. The first experience describes the implementation of the collaborative inquiry networks (CIN) methodology. This programme was designed to facilitate the development of networked leadership capacities of principals and curriculum coordinators to support teachers’ practices during COVID-19 in one municipality. In the second, we report on a group of principals who developed focussed interventions in their network of urban primary public schools to enhance the exchange of knowledge and practices among network participants. The third centres on the development of a model to enhance teacher leadership and professional learning in Initial Teacher Education through collaboration in a university–school partnership. Finally, we present some lessons to be considered in similar social and policy environments to successfully introduce a collaborative networked approach.en_UK
dc.language.isoenen_UK
dc.publisherEmerald Publishing Limiteden_UK
dc.relationPino-Yancovic M, Gonzalez A & Madrid R (2022) Barriers For Effective Networking In Competitive EnvironmentsAddressing Distrust And Isolation To Promote Collaboration In The Chilean School System. In: Armstrong P & Brown C (eds.) <i>School-to-School Collaboration: Learning Across International Contexts</i>. Leeds: Emerald Publishing Limited, pp. 79-90. https://doi.org/10.1108/978-1-80043-668-820221006en_UK
dc.rightsThe publisher does not allow this work to be made publicly available in this Repository. Please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study.en_UK
dc.rights.urihttp://www.rioxx.net/licenses/under-embargo-all-rights-reserveden_UK
dc.subjectCollaborationen_UK
dc.subjectCompetitionen_UK
dc.subjectEvidenceen_UK
dc.subjectResearchen_UK
dc.subjectTeachersen_UK
dc.subjectEducational networksen_UK
dc.titleBarriers For Effective Networking In Competitive EnvironmentsAddressing Distrust And Isolation To Promote Collaboration In The Chilean School Systemen_UK
dc.typePart of book or chapter of booken_UK
dc.rights.embargodate2999-12-31en_UK
dc.rights.embargoreason[Chapter-2022.pdf] The publisher does not allow this work to be made publicly available in this Repository therefore there is an embargo on the full text of the work.en_UK
dc.identifier.doi10.1108/978-1-80043-668-820221006en_UK
dc.citation.spage79en_UK
dc.citation.epage90en_UK
dc.citation.publicationstatusPublisheden_UK
dc.type.statusVoR - Version of Recorden_UK
dc.contributor.funderUniversity of Glasgowen_UK
dc.author.emailromina.madrid@stir.ac.uken_UK
dc.citation.btitleSchool-to-School Collaboration: Learning Across International Contextsen_UK
dc.citation.date26/09/2022en_UK
dc.citation.isbn978-1-80043-669-5en_UK
dc.citation.isbn978-1-80043-668-8en_UK
dc.publisher.addressLeedsen_UK
dc.contributor.affiliationUniversidad de O'Higginsen_UK
dc.contributor.affiliationUniversidad Catolica Silva Henríquez (UCSH)en_UK
dc.contributor.affiliationUniversity of Glasgowen_UK
dc.contributor.affiliationUniversity of Manchesteren_UK
dc.contributor.affiliationUniversity of Southamptonen_UK
dc.identifier.wtid2011868en_UK
dc.contributor.orcid0000-0002-3624-1493en_UK
dc.date.accepted2022-09-26en_UK
dcterms.dateAccepted2022-09-26en_UK
dc.date.filedepositdate2024-10-10en_UK
rioxxterms.apcnot requireden_UK
rioxxterms.typeBook chapteren_UK
rioxxterms.versionVoRen_UK
local.rioxx.authorPino-Yancovic, Mauricio|en_UK
local.rioxx.authorGonzalez, Alvaro|en_UK
local.rioxx.authorMadrid, Romina|0000-0002-3624-1493en_UK
local.rioxx.projectProject ID unknown|University of Glasgow|http://dx.doi.org/10.13039/501100000853en_UK
local.rioxx.contributorArmstrong, Paul|en_UK
local.rioxx.contributorBrown, Chris|en_UK
local.rioxx.freetoreaddate2024-10-10en_UK
local.rioxx.licencehttp://www.rioxx.net/licenses/under-embargo-all-rights-reserved||en_UK
local.rioxx.filenameChapter-2022.pdfen_UK
local.rioxx.filecount1en_UK
local.rioxx.source978-1-80043-668-8en_UK
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