<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1688-9304</journal-id>
<journal-title><![CDATA[Cuadernos de Investigación Educativa]]></journal-title>
<abbrev-journal-title><![CDATA[Cuad. Investig. Educ.]]></abbrev-journal-title>
<issn>1688-9304</issn>
<publisher>
<publisher-name><![CDATA[Instituto de Educación Universidad ORT Uruguay]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1688-93042023000101210</article-id>
<article-id pub-id-type="doi">10.18861/cied.2023.14.1.3269</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Redes de aprendizaje profesional docente en contextos escolares chilenos]]></article-title>
<article-title xml:lang="en"><![CDATA[Professional learning networks for teachers in Chilean school contexts]]></article-title>
<article-title xml:lang="pt"><![CDATA[Redes de aprendizado profissional do professor em contextos escolares chilenos]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Navarro Navarro]]></surname>
<given-names><![CDATA[Luis]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pérez Norambuena]]></surname>
<given-names><![CDATA[Samuel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Andrés Bello Facultad de Educación y Ciencias Sociales ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad del Bío-Bío  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>14</volume>
<numero>1</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_arttext&amp;pid=S1688-93042023000101210&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_abstract&amp;pid=S1688-93042023000101210&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_pdf&amp;pid=S1688-93042023000101210&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Aunque las redes docentes de aprendizaje profesional son una estrategia de amplia difusión, hay todavía poca evidencia sobre los significados y condiciones organizacionales que las viabilizan. Este trabajo examinó las valoraciones docentes y, a la vez, los factores contextuales y organizativos que favorecen el desarrollo profesional en la Red de Aprendizaje Docente (RAD) impulsada por un municipio de la región de Ñuble, en el sur de Chile, durante 2018 y 2019. La experiencia fue analizada considerando los aportes de la literatura sobre las comunidades de aprendizaje profesional, las comunidades de aprendizaje en red y las redes de mejora impulsadas por el gobierno chileno. Basado en el análisis temático de los discursos docentes en dos grupos focales, los resultados muestran una positiva percepción sobre la participación en una red colaborativa con docentes de distintos niveles y asignatura, e indican que el trabajo entre pares fue una oportunidad de aprendizaje en temas curriculares, de reflexión compartida sobre sus desempeños, lo que ha significado cierto bienestar personal. En lo que refiere a los aspectos organizacionales para que una red docente opere adecuadamente, los docentes destacan que quienes lideren la red deben evidenciar solvencia y legitimidad pedagógica; debe existir compromiso docente, una planificación que oriente el trabajo y que tenga en cuenta horarios libres para participar. Un hallazgo atípico fue que valoraran el carácter obligatorio de la participación en la red, lo que contrasta con la literatura que enfatiza el carácter autogestionado de estas comunidades.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Although professional learning networks for teachers are a renowned strategy, there is still little evidence of meanings and organizational conditions for their feasibility. This study examined teachers&#8217; appraisals and the contextual and organizational factors favoring professional development in the Teacher Learning Network (TLN) fostered by a local authority in the Ñuble region in the south of Chile in 2018 and 2019. The experience was analyzed considering the contributions of the literature on professional learning networks, community learning networks, and the improvement networks fostered by the Chilean government. Based on a thematic analysis of teacher discourse in two focus groups, results show a positive perception of participation in collaborative work with peers from different levels and subject matters. They assert that peer work was a learning opportunity on curricular topics and sharing their reflections about their performance. Ultimately, this has meant some personal welfare. Regarding the organizational aspects for the appropriate functioning of a network, teachers remark on the relevance of leadership legitimacy and pedagogical competency. Teacher commitment, a sound work plan, and time availability are other participation requirements. An atypical finding was the mandatory nature of network participation. This challenges literature claims on the self-regulated nature of these communities.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Embora as redes de ensino de aprendizagem profissional sejam uma estratégia amplamente difundida, ainda há poucas evidências sobre os significados e as condições organizacionais que as viabilizam. Este trabalho examinou as avaliações de professores e, ao mesmo tempo, os fatores contextuais e organizacionais que favorecem o desenvolvimento profissional na rede de aprendizagem de professores (RAD) promovida por um município da região de Ñuble, no sul do Chile, entre 2018 e 2019. A experiência foi analisada considerando as contribuições da literatura sobre comunidades de aprendizagem profissional, comunidades de aprendizagem em rede e redes de melhoria promovidas pelo governo chileno. O grupo de professores entrevistados foram divididos em dois grupos. A partir da análise do resultado identificou-se uma percepção positiva da participação em uma rede colaborativa com professores de diferentes níveis e matérias, indicando que o trabalho em duplas foi uma oportunidade de aprendizado sobre temas curriculares gerando a possibilidade de reflexão sobre as suas autuações. Sobre os aspectos organizacionais, os professores destacam que para o funcionamento adequado de uma rede de ensino, o responsável pelo projeto (rede) deve apresentar solvência, legitimidade pedagógica, compromisso e planejamento de carga horária de trabalho para facilitar a atuação em momentos extralaborais. Um achado atípico foi a valorização da obrigatoriedade da participação na rede, o que contrasta com o caráter autogerenciado dessas comunidades, atualmente encontrado na literatura.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[comunidades de aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[desarrollo profesional]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje por experiencia]]></kwd>
<kwd lng="es"><![CDATA[redes de aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[formación en servicio]]></kwd>
<kwd lng="es"><![CDATA[innovación educativa]]></kwd>
<kwd lng="en"><![CDATA[learning communities]]></kwd>
<kwd lng="en"><![CDATA[professional development]]></kwd>
<kwd lng="en"><![CDATA[experiential learning]]></kwd>
<kwd lng="en"><![CDATA[learning networks]]></kwd>
<kwd lng="en"><![CDATA[in-service teacher training]]></kwd>
<kwd lng="en"><![CDATA[educational innovations]]></kwd>
<kwd lng="pt"><![CDATA[comunidades de aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[desenvolvimento profissional]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem experiencial]]></kwd>
<kwd lng="pt"><![CDATA[redes de aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[formação em serviço]]></kwd>
<kwd lng="pt"><![CDATA[inovação educacional]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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