Collaboration enseignante et politiques éducatives au chili
Mots-clés :
Travail Collaboratif, Politique Publiques, Développement Professionnel, Inclusion ÉducativeRésumé
Cet article présente les résultats d’une recherche qualitative dont l’objectif était d’identifier les conceptions de la collaboration professionnelle sous-jacentes à la politique du Programa de Integración Escolar y de Desarrollo Profesional Docente [Programme d’Intégration Scolaire et à celle du Développement Professionnel Enseignant] au Chili. À partir d’entretiens et d’une analyse documentaire, il analyse les convergences et divergences des discours officiels présents dans les textes et déclarations de leurs élaborateurs. Les résultats montrent des accords et des divergences sur trois aspects: la conceptualisation et les objectifs de la collaboration, les personnes appelées à collaborer et les pratiques de travail collaboratif proposées. La discussion met particulièrement l’accent sur les divergences entre les deux politiques publiques ainsi que sur les difficultés possibles concernant leur interprétation et leur mise en oeuvre.
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