Abstract
Chilean education is undergoing through a process of structural change driven by new educational reforms. Proper implementation of educational change necessarily involves the main actors responsible for reforms implementation: teachers. Researches agree that reforms implementation introduces elements of stress among teachers. This situation adds to the challenges faced by schools located in communities with high rates of social vulnerability. This qualitative research, based on a case study, explores the practicing teacher’s discourse regarding their obstacles and facilitators factors based on their experiences with collaborative work with peers. The data obtained shows that collaboration between peers is associated with teachers’ professional development and their working experiences as teachers.
Keywords:
Teaching work; development policy; qualitative methodology
Thumbnail
