Correo Electrónico
DNINFOA - SIA
Bibliotecas
Convocatorias
Identidad U.N.
Published
Deconstructing Novice Teachers’ Actions and Reactions to Nonharmonic Chilean School Communities of Practice
Deconstruyendo las acciones y reacciones de profesores novatos ante comunidades de práctica no armónicas en Chile
DOI:
https://doi.org/10.15446/profile.v23n1.83955Keywords:
Chilean context, novice teacher, school communities of practice, English language teaching (en)contexto chileno, enseñanza del inglés, profesor novato, comunidades de práctica escolares (es)
This paper reports a small section of a larger study that uses a mixed-methods approach to examine participation experiences of novice teachers of English in Chile beginning their careers in nonharmonic public, semiprivate, and private school communities. Drawing on Wenger’s framework of communities of practice, this paper reveals that novice teachers come across nonharmonic communities of teachers regardless of the types of schools where they work-that is, schools normally classified by socioeconomic background. As such, new teachers experience varying degrees of challenges that hinder their participation in such school communities. Rather than being a detriment, these nonharmonic communities of practice positively impact novice teachers to strive, including by joining diverse forms of communities, during the first years of teaching.
Este artículo informa una pequeña sección de un estudio más amplio que utiliza un enfoque de métodos mixtos para examinar las experiencias de participación de un grupo de profesores novatos de inglés en Chile que inician sus carreras en comunidades escolares no armónicas del sistema público, subvencionado y privado. Basándose en las comunidades de práctica de Wenger, este documento revela que los profesores novatos encuentran comunidades no armónicas en colegios que son normalmente clasificados por su condición socioeconómica. Allí, los profesores experimentan varios desafíos que dificultan su participación en dichas comunidades. En vez de ser un obstáculo, estas comunidades impactan positivamente a los profesores para salir adelante, quienes se unen a diversas comunidades al inicio de la profesión docente.
References
Avalos, B. (2009). La inserción profesional de los docentes [Professional insertion of teachers]. Profesorado: Revista de Currículum y Formación del Profesorado, 13(1), 43–59.
Avalos, B., & Aylwin, P. (2007). How young teachers experience their professional work in Chile. Teaching and Teacher Education, 23(4), 515–528. https://doi.org/10.1016/j.tate.2006.11.003
Avalos, B., & De Los Ríos, D. (2016). Reform environment and teacher identity in Chile. In D. B. Napier & S. Majhanovich (Eds.), Education, dominance and identity (pp. 153–175). Sense Publishers. https://doi.org/10.1007/978-94-6209-125-2_10
Avalos, B., & Valenzuela, J. P. (2016). Education for all and attrition/retention of novice teachers: A trajectory study in Chile. International Journal of Educational Development, 49, 279–290. https://doi.org/10.1016/j.ijedudev.2016.03.012
Barahona, M. (2016). English language teacher education in Chile: A cultural historical activity theory perspective. Routledge. https://doi.org/10.4324/9781315689937
Bartell, C. A. (2004). Cultivating high-quality teaching through induction and mentoring. Corwin Press.
Billingsley, B. S., Griffin, C. C., Smith, S. J., Kanman, M., & Israel, M. (2009). A review of teacher induction in special education: Research, practice, and technology solutions (NCIPP Doc. No. RS-1). National Center to inform Policy and Practice in Special Education Professional Development, University of Florida. Retrieved March 2019 from http://ncipp.education.ufl.edu/files_6/NCIPP_Induc_010310.pdf
Borg, M. (2008). Teaching post CELTA: The interplay of novice teacher, course and content. In T. S. C. Farrell (Ed.), Novice language teachers: Insights and perspectives for the first year (pp. 104–117). Equinox.
Cooper, J. M., & Alvarado, A. (2006). Preparation, recruitment, and retention of teachers. International Academy of Education, UNESCO. Retrieved March 2019 from http://unesdoc.unesco.org/images/0015/001520/152023e.pdf
Cornejo, R. (2009). Condiciones de trabajo y bienestar/malestar docente en profesores de enseñanza media de Santiago de Chile [Secondary school teachers’ working conditions and well-being/discomfort in Santiago, Chile]. Educação & Sociedade, 30(107), 409–426. https://doi.org/10.1590/S0101-73302009000200006
Council of Europe. (2001). Common European framework of reference for languages: Learning, teaching, assessment. Retrieved July 2016 from http://www.coe.int/t/dg4/linguistic/source/framework_en.pdf
Creswell, J. W. (2014). Research design. Qualitative, quantitative and mixed methods approaches. SAGE Publications.
Creswell, J. W., & Plano Clark, V. L. (2011). Designing and conducting mixed methods research. SAGE Publications.
Creswell, J. W., Shope, R., Plano Clark, V. L., & Green, D. O. (2006). How interpretive qualitative research extends mixed methods research. Research in the Schools, 13(1), 1–11.
Elacqua, G., Contreras, D., Salazar, F., & Santos, H. (2011). Private school chains in Chile: Do better schools scale up? Policy Analysis, (682), 1–15.
Falla, J. (2013, September 9). The low status of teachers: A global epidemic? Smith College. Retrieved August 2019 from https://www.smith.edu/insight/stories/teaching.php
Farrell, T. S. C. (2006). The first year of language teaching: Imposing order. System, 34(2), 211–221. https://doi.org/10.1016/j.system.2005.12.001
Farrell, T. S. C. (2008). Insights and perspectives for the first year of language teaching. In T. S. C. Farrell (Ed.), Novice language teachers: Insights and perspectives for the first year (pp. 1–10). Equinox.
Farrell, T. S. C. (2012). Novice-service language teacher development: Bridging the gap between preservice and in-service education development. TESOL Quarterly, 46(3), 435–449. https://doi.org/10.1002/tesq.36
Farrell, T. S. C. (2016). TESOL, a profession that eats its young! The importance of reflective practice in language teacher education. The Iranian Journal of Language Teacher Research, 4(3), 97–107.
Farrell, T. S. C. (2019). “My training has failed me”: Inconvenient truths about second language teacher education (SLTE). The Electronic Journal for English as a Second Language, 22(4), 1–16.
Glas, K., Tapia-Carrasco, P., Miralles-Vergara, M. (2019). Learning to foster autonomous motivation: Chilean novice teachers’ perspectives. Teaching and Teacher Education, 84, 44–56. https://doi.org/10.1016/j.tate.2019.04.018
Hancock, C. B., & Scherff, L. (2010). Who will stay and who will leave? Predicting secondary English teacher attrition risk. Journal of Teacher Education, 61(4), 328–348. https://doi.org/10.1177/0022487110372214
Hebert, E., & Worthy, T. (2001). Does the first year have to be a bad one? A case study of success. Teaching and Teacher Education, 17(8), 897–911. https://doi.org/10.1016/S0742-051X(01)00039-7
Huberman, M. (1993). The lives of teachers. Teachers College Press.
Laborde, A. (2014, July 7). Esto es ser profesor municipal en Chile [This is what being a municipal teacher in Chile means]. El Definido. Retrieved August 2019 from https://bit.ly/2VcIds1
Lashley, M. C. (2018). Observational research methods. In M. Allen (Ed.), The SAGE encyclopedia of communication research methods (pp. 2–6). SAGE Publications. https://doi.org/10.4135/9781483381411.n385
McEwan, P., Urquiola, M., & Vegas, E. (2008). School choice, stratification and information on school performance: Lessons from Chile. ECONOMIA, 1–42. https://doi.org/10.1353/eco.0.0003
Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. Jossey-Bass.
Mizala, A., & Torche, F. (2012). Bringing the school back in: The stratification of educational achievement in the Chilean voucher system. International Journal of Education, 32(1), 132–144. https://doi.org/10.1016/j.ijedudev.2010.09.004
Romero, G., & Vasilopoulos, G. (2020). From rural China to Canada: Communities of practice to support a teacher professional development study program abroad. TESL-EJ, 23(4), 1–3.
Santiago, P., Benavides, F., Danielson, C., Goe, L., & Nusche, D. (2013). Teacher evaluation in Chile 2013. OECD. https://doi.org/10.1787/9789264172616-en
Scheopner, A. J. (2010). Irreconcilable differences: Teacher attrition in public and Catholic schools. Educational Research Review, 5(3), 261–277. https://doi.org/10.1016/j.edurev.2010.03.001
Shin, S.-K. (2012). “It cannot be done alone”: The socialization of novice English teachers in South Korea. TESOL Quarterly, 46(3), 542–567. https://doi.org/10.1002/tesq.41
Tait, M. (2008). Resilience as a contribution to novice teacher success, commitment, and retention. Teacher Educator Quarterly, 35(4), 57–75.
Ulvik, M., Smith, K., & Helleve, I. (2009). Novice in secondary schools: The coin has two sides. Teaching and Teacher Education: An International Journal of Research and Studies, 25(6), 835–842. https://doi.org/10.1016/j.tate.2009.01.003
Valencia, E., & Tant, S. (2011). Evidencia de inequidad en el acceso a los docentes mejor calificados en la enseñanza básica chilena [Evidence of inequity in access to better qualified teachers in Chilean basic education] (MIDE UC Technical Report IT-1108). Centro de Medición MIDE, Escuela de Psicología, Pontificia Universidad Católica de Chile.
Valenzuela, J. P., & Sevilla, A. (2015). La movilidad de los nuevos profesores chilenos en la década del 2000: Un sistema escolar viviendo en peligro [The mobility of new Chilean teachers in the 2000s: A school system living in danger]. Centro de Investigación Avanzada en Educación. Retrieved March 2019 from https://bit.ly/2URGiu3
van Nes, F., Abma, T., Johnson, H., & Deeg, D. (2010). Language differences in qualitative research: Is meaning lost in translation? European Journal of Ageing, 7(4), 313–316. https://doi.org/10.1007/s10433-010-0168-y
Varah, L. J., Theune, W. S., & Parker, L. (1986). Beginning teachers: Sink or swim? Journal of Teacher Education, 37(1), 30–34. https://doi.org/10.1177/002248718603700107
Veenman, S. (1984). Perceived problems of beginning teachers. Review of Educational Research, 54(2), 143–178. https://doi.org/10.3102/00346543054002143
Wenger, E. (1998). Communities of practice: Learning, meaning and identity. Cambridge University Press. https://doi.org/10.1017/CBO9780511803932
Wenger, E., McDermott, R., & Snyder, W. (2002). Cultivating communities of practice. Harvard Business School Press.
Wenger-Trayner, E., & Wenger-Trayner, B. (2015). Communities of practice: A brief introduction. Retrieved March 2019 from https://bit.ly/3mCTZZk
How to Cite
APA
ACM
ACS
ABNT
Chicago
Harvard
IEEE
MLA
Turabian
Vancouver
Download Citation
CrossRef Cited-by
1. Will Grant. (2025). Collegiality as a Critical Professional Concern Among Preservice Art Teachers in England. Studies in Art Education, 66(4), p.516. https://doi.org/10.1080/00393541.2025.2553488.
2. Ebony Melzak, Kelly-Ann Allen, Rhea Jain, Marc Pruyn. (2025). A scoping review of the factors contributing to a sense of belonging in early career teachers. Educational Research Review, 48, p.100700. https://doi.org/10.1016/j.edurev.2025.100700.
Dimensions
PlumX
Article abstract page views
Downloads
License
Copyright (c) 2021 Gloria Romero
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
You are authorized to copy and redistribute the material in any medium or format as long as you give appropriate credit to the authors of the articles and to Profile: Issues in Teachers' Professional Development as original source of publication. The use of the material for commercial purposes is not allowed. If you remix, transform, or build upon the material, you may not distribute the modified material.
Authors retain the intellectual property of their manuscripts with the following restriction: first publication is granted to Profile: Issues in Teachers' Professional Development.
