Stories of Teacher Leadership in the Development of Professional Learning Communities in Chile

• In Event: AERA Roundtable Session Sunday 1:30 pm Four Seasons Ballroom 1
  In Roundtable Session: International Perspectives on Leadership for School Improvement (Table 1)

Abstract

Professional Learning Communities (PLCs) are a widely studied strategy for school improvement, with a central focus on leadership. This leadership encompasses not only school management but also teacher leadership, as teachers play a crucial role in the development of PLCs (Venables, 2018). The study aims to identify factors in the professional trajectories of teacher leaders that impact PLC leadership. A biographical-narrative case study methodology (Bolívar and Domingo, 2006) was used, focusing on the experiences of three practicing female teachers from Chile. The results indicate that key factors influencing these cases include the training received, prior leadership experiences, and environmental recognition.

Authors

• Marcela Pena Ruz, Universidad de Chile

• Rebecca Ipinza, Pontificia Universidad Católica de Valparaíso

• Ana Alvarez, School Pedro Aguirre Cerda

• Karen Manríquez, School Pedro Aguirre Cerda

• Karla Olea, School Pedro Aguirre Cerda