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Participation and Retention Factors in Teachers’ English Networks in the Región de Los Lagos: Teacher Professional Development in Communities of Practice

Factores de participación y permanencia en las redes de profesores(as) de Inglés en la Región de Los Lagos: Desarrollo profesional docente en comunidades de aprendizaje

dc.creatorOrmeño Cárdenas, Verónica
dc.creatorLlanquileo Aranda, Elena
dc.creatorSandoval Molina, Soledad
dc.date2024-12-04
dc.date.accessioned2025-04-14T21:15:14Z
dc.date.available2025-04-14T21:15:14Z
dc.identifierhttps://www.perspectivaeducacional.cl/index.php/peducacional/article/view/1380
dc.identifier10.4151/07189729-Vol.63-Iss.3-Art.1380
dc.identifier.urihttps://revistaschilenas.uchile.cl/handle/2250/252123
dc.descriptionChile is working towards becoming a bilingual country by promoting English as a foreign language in the education system. However, the use of English is mostly restricted to school settings, and knowledge levels among Chilean students remain low. To address this problem, the Chilean government has implemented various educational strategies since 2004, under the initiative Inglés Abre Puertas (PIAP). The program aims to improve English language teaching through initiatives for students and teachers. For students, activities include English spelling bees, debate competitions, and interactions with native English-speaking volunteers. For teachers, PIAP provides professional development opportunities, community workshops, and collaborations with higher education institutions to improve teaching skills and methodologies. An important component of the program is the creation and maintenance of Redes Docentes de Inglés (RDI) or English Language Teacher networks. These play a key role in promoting the professional development of English teachers. Research by scholars such as Wenger (1998) and Wenger and Wenger (2015) shows that collaborative learning networks have multiple advantages. Not only do they improve teachers' knowledge and teaching skills, they also facilitate sharing of experiences and mutual support, which is particularly useful in challenging or isolated learning environments. These networks enable English teachers to collectively reflect on and improve their teaching practices and provide a common space for professional work. The Chilean Ministry of Education initially created teaching networks for different school subjects, including the English Teachers Network (RDI). Although most networks disintegrated over time, RDIs persist and grow, prompting researchers to investigate what motivates English teachers to join and stay in these networks. Findings from the Los Lagos Region indicate that teachers value RDIs as a learning community that supports professional development through the sharing of knowledge and experiences. Collaboration and peer learning are seen as key strengths that enable teachers to improve and innovate classroom practices and think critically about their teaching methods and learning objectives. RDIs serve as dual-purpose professional spaces, providing benefits for both experienced and novice teachers. New teachers, who often face significant challenges in their first years of teaching, turn to RDIs for guidance and mentorship, where experienced teachers provide advice and support through collaborative activities. At the same time, new teachers contribute by sharing new methods and perspectives, creating a mutually enriching environment. This two-way mentoring dynamic, where experienced teachers and new teachers learn from each other, is a promising area for further research. Despite these benefits, participation in RDIs faces challenges, particularly related to teachers’ limited time, which can restrict their commitment. Suggested improvements to address this include increasing financial resources, offering more language training and practice opportunities, and facilitating teachers’ attendance to network meetings. These measures could enhance engagement and commitment within RDIs In conclusion, RDIs have become an effective professional development strategy for English teachers in Chile, offering a collaborative space that enhances teaching quality. The sustained success of RDIs highlights their value, while their potential impact on student language proficiency makes them a key area for continued support and further research in other regions.en-US
dc.descriptionLas Redes Docentes de Inglés (RDI) están compuestas por grupos de profesores que ejercen en establecimientos educacionales de distintas dependencias, quienes se reúnen regularmente para reflexionar e intercambiar experiencias que beneficien el aprendizaje de sus estudiantes. Esta investigación busca describir los factores que influyen en el interés de los miembros de dichas redes por participar y permanecer en estas iniciativas en la Región de Los Lagos. Se usó un enfoque mixto, cuyos datos cuantitativos fueron recolectados a través de una encuesta; en tanto los datos cualitativos se recogieron mediante un grupo focal. El análisis de los datos recolectados indica que el profesorado miembro de las RDI valora positivamente pertenecer a estas instancias, pues percibe contribuciones significativas en su quehacer docente, el fomento del trabajo colaborativo, las oportunidades de desarrollo profesional docente y el sentirse parte de una comunidad de aprendizaje con metas comunes.es-ES
dc.formatapplication/pdf
dc.languagespa
dc.publisherPontificia Universidad Católica de Valparaísoes-ES
dc.relationhttps://www.perspectivaeducacional.cl/index.php/peducacional/article/view/1380/551
dc.rightsDerechos de autor 2024 Verónica Ormeño Cárdenas, Elena Llanquileo Aranda, Soledad Sandoval Molinaes-ES
dc.rightshttps://creativecommons.org/licenses/by-sa/4.0es-ES
dc.sourcePerspectiva Educacional; Vol. 63 No. 3 (2024); 188-213en-US
dc.sourcePerspectiva Educacional; Vol. 63 Núm. 3 (2024); 188-213es-ES
dc.source0718-9729
dc.subjectRedes docenteses-ES
dc.subjectdesarrollo profesional docentees-ES
dc.subjectformación continuaes-ES
dc.subjectcomunidad de aprendizajees-ES
dc.subjecttrabajo colaborativoes-ES
dc.subjectTeacher networksen-US
dc.subjectteacher professional developmenten-US
dc.subjectcontinuous developmenten-US
dc.subjectcommunities of practiceen-US
dc.subjectcollaborative worken-US
dc.titleParticipation and Retention Factors in Teachers’ English Networks in the Región de Los Lagos: Teacher Professional Development in Communities of Practiceen-US
dc.titleFactores de participación y permanencia en las redes de profesores(as) de Inglés en la Región de Los Lagos: Desarrollo profesional docente en comunidades de aprendizajees-ES
dc.typeinfo:eu-repo/semantics/article
dc.typeinfo:eu-repo/semantics/publishedVersion
dc.typePeer reviewed articleen-US
dc.typeArtículo evaluado por pareses-ES


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