Empowering Ecuadorian Teachers through Network Improvement Communities
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| Title: | Empowering Ecuadorian Teachers through Network Improvement Communities |
|---|---|
| Language: | English |
| Authors: | Burgin, Ximena D. (ORCID |
| Source: | Teacher Development. 2022 26(4):550-566. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Teacher Empowerment, Faculty Development, Barriers, Teacher Attitudes, Educational Improvement, Foreign Countries, Case Studies, Urban Schools, Teacher Workshops, Teacher Role, Social Networks, Communities of Practice, Educational Policy |
| Geographic Terms: | Ecuador |
| DOI: | 10.1080/13664530.2022.2097734 |
| ISSN: | 1366-4530 1747-5120 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1367502 |
| Database: | ERIC |
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| 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. |
|---|---|
| ISSN: | 1366-4530 1747-5120 |
| DOI: | 10.1080/13664530.2022.2097734 |
