Hacia el corazón del liderazgo docente: experiencias de colaboración en tiempos de COVID-19
Bibliographic record
Abstract
El liderazgo docente ha interesado a la investigación educativa por su importancia en el cambio escolar. Aunque no existe acuerdo sobre su definición, se ha destacado su naturaleza colectiva y discutido la necesidad de ampliar su definición considerando su dependencia al contexto. Mediante los lentes de la docencia como trabajo, este artículo propone nutrir la noción de liderazgo docente desde el estudio de la colaboración. Utilizando un diseño mixto caracterizamos la colaboración docente en el periodo de pandemia en cinco escuelas chilenas públicas, subvencionadas y privadas. Un cuestionario individual registró iniciativas de cambio colectivo lideradas por docentes y una entrevista grupal entregó un panorama general del trabajo durante la crisis. En los resultados, la colaboración destaca como un fenómeno con variados matices, entre ellos, la colaboración como relación de cuidado y medio para enfrentar la crisis resulta común. Finalmente, discutimos las implicancias para el estudio del liderazgo docente desde una perspectiva colectiva y emergente.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.005 | 0.008 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.023 | 0.013 |
| Scholarly communication | 0.009 | 0.004 |
| Open science | 0.001 | 0.013 |
| Research integrity | 0.002 | 0.004 |
| Insufficient payload (model declined to judge) | 0.009 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".