|Title||Influence of the curricular management practices of the Heads of Pedagogic Technical Units in the teaching pedagogical practices of municipal establishments. The case of the Bío Bío and Araucanía-Chile regions|
|Year of Publication||2017|
The present thesis was centered on pedagogical leadership, it was analyzed the influence of the curricular management practices of the Pedagogic Technical Units (UTP) in the teaching practices of municipal establishments in Chile. Specifically in the Bío Bío and Araucanía regions. This research is organized into five blocks and eleven chapters with their respective subsections.
The study emerged from the validity of leadership in school organizations in the field of research and the strong permeability in all areas of school management. Mainly, the pedagogical leaderships, which in Chile are denominated Heads of Technical Pedagogical Units (JUTP), their curricular management practices and how they influence the practices of teachers, were investigated as subjects of study. In addition, a curriculum management model was designed based on the evidence gathered in the research.
The thesis followed a methodological framework under an interpretative paradigm that allowed to deepen the knowledge and understanding of the reality of the studied phenomenon, considering the dynamism and diversity of the educational field. We worked with a mixed method of research in which qualitative and quantitative designs were complemented. These designs were applied in two different phases and were integrated into the discussion sections of results and conclusions. The qualitative phase was worked with a case study approach and the quantitative phase was of the descriptive type. Fieldwork was carried out in two regions of Chile, surveying 567 Heads of Technical Pedagogical Units (JUTP) and carrying out a deepening analysis in 5 cases. The techniques of data collection were: the questionnaire, individual interviews, focus group, participant observation and documentary analysis.
Among the results we find that the JUTP have more preparation in areas of pedagogical management than the directors; In addition, they use between 40 and 100% of their time in teaching tasks and curriculum. They carry out internal evaluations to teachers at least once a year, focusing on methodology and teacher-student interaction, however, they leave aspects such as didactics and learning theories relegated to the background, being recognized as a weakness Competence.
They indicate that as a main limitation for their functions are from outside the establishment, especially, originated by the holders of the establishments. At the level of implementation of management practices, we find that they implement over 90% all practices of pedagogical leadership. As to the influence they have on teaching practices, we find that, pedagogical reflection; Monitoring the classroom and monitoring curricular coverage, do have a positive correlation with some of the teaching practices, such as: analysis of class activities, class analysis, pedagogical interaction, quality of feedback, pedagogical reflection, among others .
Among the conclusions that were obtained from the results and responding to the objectives of the research, we find that the JUTP exert most of the functions of pedagogical leadership. On the other hand, they are recognized as pedagogical leaders by the faculty and, at the level of practices, have a direct and positive influence on several of the pedagogical practices of teachers. They are able to articulate their practices with the strategic actions of the organization and distribute work with the directors of the establishments. At the normative level, it was found that there is no clear policy regarding the functions of these professionals, there is no specific training to assume these functions and that their integration in the organizations depends on both the holder and the directors.