Empowering Ecuadorian teachers through network improvement communities.
Saved in:
| Title: | Empowering Ecuadorian teachers through network improvement communities. |
|---|---|
| Authors: | Burgin, Ximena D.1 xrecald1@niu.edu |
| Source: | Teacher Development. Aug2022, Vol. 26 Issue 4, p550-566. 17p. 1 Diagram. |
| Subject Terms: | *Teachers, *School improvement programs, *Higher education, *Adults, Ecuadorians |
| Abstract: | This exploratory case study examined two approaches to school improvement with teachers from an urban area of Ecuador. An all-day workshop with elementary-level teachers focused on how to improve teaching utilizing network improvement communities (NICs) and the plan-do-study-act (PDSA) cycle. Hands-on activities helped participants reflect on their role as educators and the quality of their interactions with other educational stakeholders. Qualitative data were collected through group discussions, focus groups, and open-ended questions before, during, and after the workshop. Results examined utilizing Ecuador's educational policies indicated that the teachers' recognition of external and internal barriers that impact academic improvement focused on the limited supports available from school administrators and parents. The participants became aware of the significant role of NICs and the PDSA cycle to improve schooling. [ABSTRACT FROM AUTHOR] |
| Copyright of Teacher Development is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | This exploratory case study examined two approaches to school improvement with teachers from an urban area of Ecuador. An all-day workshop with elementary-level teachers focused on how to improve teaching utilizing network improvement communities (NICs) and the plan-do-study-act (PDSA) cycle. Hands-on activities helped participants reflect on their role as educators and the quality of their interactions with other educational stakeholders. Qualitative data were collected through group discussions, focus groups, and open-ended questions before, during, and after the workshop. Results examined utilizing Ecuador's educational policies indicated that the teachers' recognition of external and internal barriers that impact academic improvement focused on the limited supports available from school administrators and parents. The participants became aware of the significant role of NICs and the PDSA cycle to improve schooling. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 13664530 |
| DOI: | 10.1080/13664530.2022.2097734 |
