文章基本信息

标题：Estrategias de docentes en centros educativos que se transforman a favor de la equidad.
其他标题：Teachers’ strategies in schools that are changing towards equity
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作者：María García-Cano Torrico ; Esther Márquez Lepe
期刊名称：Revista Fuentes
印刷版ISSN：1575-7072
电子版ISSN：2172-7775
出版年度：2019
卷号：21
期号：2
页码：217-227
DOI：10.12795/revistafuentes.2019.v21.i2.06
出版社：Universidad de Sevilla
摘要：This paper analyses the strategies developed by teachers working in schools that are pursuing school change projects geared towards equity and social justice. These teaching projects have emerged in schools with a view to improving school life, reducing absenteeism and academic failure among pupils. The purpose of this paper is to identify the strategies used by teachers to project pedagogical change and interpret the certainties and uncertainties generated by this change. The research is exploratory and qualitative and was conducted in two Early Years and Primary Schools selected intentionally, located in two towns in Andalusia (Spain) and in contexts of socio-economic inequality. Data were generated through semi-structured interviews conducted with teachers and the school management teams over the course of four months in each school. The findings highlight school change strategies such as: shared work, team training, teachers’ personal commitment, and dialogue with families and social organisations. Differences are observed between the two contexts, which are used to interpret the certainties and uncertainties generated throughout the entire development of the school change project, and which are linked to two elements: the different stages of each of the teaching projects (in transition or consolidated) and the different ownership structures of the schools (state-owned or private/grant-maintained).