Leadership development through professional learning communities: A qualitative case study of school leaders in Ecuador
(2019) Conferencia Internacional de Investigación Educativa (ASEFIE) — Location: Cuenca, Ecuador (25.November.2019)
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- Abstract
- In 2006, the Ecuadorian government created the constitutional and legal framework to ensure and improve the entire education system. More specifically, educational reforms were implemented with relation to policy, teacher education, teacher development and leadership development. At this moment, the time is ready to start evaluating in what way these ambitions are visible in the current Ecuadorian educational landscape. As such, the Ministry of Education together with the National Direction of Educational Research have delineated the 2018 National Agenda for Educational Research. Particular attention is paid to teacher development as well as the role of other educational actors, such as principals, mentors, advisors, and educational auditors. In this study, we will contribute to providing empirical data that appraise the reality of the current Ecuadorian educational landscape, particularly in relation to principals´ professional development through participation in professional learning communities (PLCs).
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Moreno, O., März, V., & Frenay, M. (2019). Leadership development through professional learning communities: A qualitative case study of school leaders in Ecuador. Conferencia Internacional de Investigación Educativa (ASEFIE), Cuenca, Ecuador. https://hdl.handle.net/2078.5/122781