THE OUTBREAK OF THE COVID-19 PANDEMIC HAS DRAMATICALLY SHAPED HIGHER EDUCATION AND SEEN THE DISTINCT RISE OF E-LEARNING AS A COMPULSORY ELEMENT OF THE MODERN EDUCATIONAL LANDSCAPE. ACCORDINGLY, THIS STUDY HIGHLIGHTS THE FACTORS WHICH HAVE INFLUENCED HOW STUDENTS PERCEIVE THEIR ACADEMIC PERFORMANCE DURING THIS EMERGENCY CHANGEOVER TO E-LEARNING. THE EMPIRICAL ANALYSIS IS PERFORMED ON A SAMPLE OF 10,092 HIGHER EDUCATION STUDENTS FROM 10 COUNTRIES ACROSS 4 CONTINENTS DURING THE PANDEMIC S FIRST WAVE THROUGH AN ONLINE SURVEY. A STRUCTURAL EQUATION MODEL REVEALED THE QUALITY OF E-LEARNING WAS MAINLY DERIVED FROM SERVICE QUALITY, THE TEACHER S ACTIVE ROLE IN THE PROCESS OF ONLINE EDUCATION, AND THE OVERALL SYSTEM QUALITY, WHILE THE STUDENTS DIGITAL COMPETENCIES AND ONLINE INTERACTIONS WITH THEIR COLLEAGUES AND TEACHERS WERE CONSIDERED TO BE SLIGHTLY LESS IMPORTANT FACTORS. THE IMPACT OF E-LEARNING QUALITY ON THE STUDENTS PERFORMANCE WAS STRONGLY MEDIATED BY THEIR SATISFACTION WITH E-LEARNING. IN GENERAL, THE MODEL GAVE QUITE CONSISTENT RESULTS ACROSS COUNTRIES, GENDER, STUDY FIELDS, AND LEVELS OF STUDY. THE FINDINGS PROVIDE A BASIS FOR POLICY RECOMMENDATIONS TO SUPPORT DECISION-MAKERS INCORPORATE E-LEARNING ISSUES IN THE CURRENT AND ANY NEW SIMILAR CIRCUMSTANCES.

EL PRESENTE ARTÍCULO DESCRIBE LAS PRINCIPALES CUALIDADES Y ESTRATEGIAS DEL LIDERAZGO DIRECTIVO DE UN ESTABLECIMIENTO DE LA REGIÓN DE ÑUBLE, EN CHILE. EL ESTUDIO DE CASO SE LLEVA A CABO A TRAVÉS DE UNA METODOLOGÍA CUALITATIVA CON ENFOQUE INTERPRETATIVO, POR MEDIO DE LA REALIZACIÓN Y ANÁLISIS DE 12 ENTREVISTAS Y UN GRUPO FOCAL A DISTINTOS ACTORES DE LA COMUNIDAD EDUCATIVA. A PARTIR DE LA METODOLOGÍA PROPUESTA POR EL PROYECTO INTERNACIONAL DE DIRECCIÓN EXITOSA (ISSPP), SE ABORDAN LOS RETOS Y DESAFÍOS QUE SE PLANTEAN EN EL CONTEXTO DE LA GESTIÓN ESCOLAR, LAS CONTRIBUCIONES DEL EQUIPO DIRECTIVO, LA INTEGRACIÓN DE ESTUDIANTES PROCEDENTES DE DIFERENTES ENTORNOS SOCIALES, CULTURALES Y LA ELEVACIÓN DE LOS NIVELES DE LOGROS EN EL ESTABLECIMIENTO. EL ESTUDIO CONCLUYE QUE LAS CUALIDADES Y ESTRATEGIAS DEL LIDERAZGO DIRECTIVO DEL ESTABLECIMIENTO CORRESPONDEN A UN LIDERAZGO EXITOSO, LO QUE SE EVIDENCIA EN LA INTEGRACIÓN DE TRES TIPOS DE LIDERAZGO: TRANSFORMACIONAL, DISTRIBUIDO Y PEDAGÓGICO.

LA PANDEMIA POR COVID 19 TRAJO CONSIGO PROFUNDOS CAMBIOS PARA EL SISTEMA EDUCATIVO GLOBAL Y NACIONAL. LAS UNIVERSIDADES DEBIERON ADAPTARSE A UNA NUEVA FORMA DE HACER DOCENCIA, PRINCIPALMENTE, MODIFICANDO SUS PRÁCTICAS DE ENSEÑANZA-APRENDIZAJE. ESTE LIBRO RESPONDE A UN DESAFÍO TRAZADO POR LA RED UNIVERSITARIA ESTATAL DE FORMACIÓN INICIAL DE PROFESORES CON EL OBJETIVO REUNIR EN UNA PUBLICACIÓN PARTICIPATIVA INTERUNIVERSITARIA, EXPERIENCIAS, ESTUDIOS Y DISCUSIONES TEÓRICAS EN TORNO A LA EDUCACIÓN EN TIEMPOS DE PANDEMIA EN CHILE. LAS TEMÁTICAS INCLUYEN PRÁCTICAS PEDAGÓGICAS EN EL CONTEXTO DE PANDEMIA; DIDÁCTICAS, METODOLOGÍAS DE ENSEÑANZA-APRENDIZAJE Y ESTRATEGIAS DE EVALUACIÓN EN MODALIDAD ONLINE; ESTRATEGIAS DE FLEXIBILIZACIÓN, INTEGRACIÓN Y PRIORIZACIÓN CURRICULAR EN TIEMPOS DE COVID, ENTRE OTRAS.

EL PROCESO DE CONSTRUIR IDENTIDAD PROFESIONAL ES COMPLEJO, MÁS AÚN CUANDO LA IDENTIDAD QUE SE ESTÁ FORJANDO TIENE QUE VER CON UNA DE LAS PROFESIONES MÁS SUBVALORADAS SOCIALMENTE EN EL CHILE ACTUAL. EL CONCEPTO DE IDENTIDAD DOCENTE REÚNE Y HACE CONVERGER UNA SERIE DE FACTORES PERSONALES Y SOCIALES QUE CONFIGURAN Y FORJAN LA IDENTIDAD DEL PROFESOR. LA CONSTRUCCIÓN DE ESTA IDENTIDAD SUFRE FLUCTUACIONES Y CAMBIOS QUE AFECTAN DIRECTAMENTE AL DOCENTE, EN RELACIÓN A CÓMO SE AUTO PERCIBE Y CÓMO SE SIENTE FRENTE A LA VALORACIÓN DE SU TRABAJO POR PARTE DE LA SOCIEDAD. DENTRO DE ESTAS MISMAS FLUCTUACIONES, SE GENERAN CONFLICTOS IDENTITARIOS, DEBIDO A QUE, COMÚNMENTE, EL MISMO SISTEMA DONDE LOS DOCENTES ESTÁN INSERTOS, LES GENERA CRISIS DE IDENTIDAD (BALBONTÍN, 2019).

LA PANDEMIA POR COVID 19 TRAJO CONSIGO PROFUNDOS CAMBIOS PARA EL SISTEMA EDUCATIVO GLOBAL Y NACIONAL. LAS UNIVERSIDADES DEBIERON ADAPTARSE A UNA NUEVA FORMA DE HACER DOCENCIA, PRINCIPALMENTE, MODIFICANDO SUS PRÁCTICAS DE ENSEÑANZA-APRENDIZAJE. ESTE LIBRO RESPONDE A UN DESAFÍO TRAZADO POR LA RED UNIVERSITARIA ESTATAL DE FORMACIÓN INICIAL DE PROFESORES CON EL OBJETIVO REUNIR EN UNA PUBLICACIÓN PARTICIPATIVA INTERUNIVERSITARIA, EXPERIENCIAS, ESTUDIOS Y DISCUSIONES TEÓRICAS EN TORNO A LA EDUCACIÓN EN TIEMPOS DE PANDEMIA EN CHILE. LAS TEMÁTICAS INCLUYEN PRÁCTICAS PEDAGÓGICAS EN EL CONTEXTO DE PANDEMIA; DIDÁCTICAS, METODOLOGÍAS DE ENSEÑANZA-APRENDIZAJE Y ESTRATEGIAS DE EVALUACIÓN EN MODALIDAD ONLINE; ESTRATEGIAS DE FLEXIBILIZACIÓN, INTEGRACIÓN Y PRIORIZACIÓN CURRICULAR EN TIEMPOS DE COVID, ENTRE OTRAS.

THE OUTBREAK OF THE COVID-19 PANDEMIC HAS HAD A WIDE RANGE OF NEGATIVE CONSEQUENCES FOR HIGHER EDUCATION STUDENTS. WE EXPLORED THE GENERALIZABILITY OF THE CONTROL-VALUE THEORY OF ACHIEVEMENT EMOTIONS FOR E-LEARNING, FOCUSING ON THEIR ANTECEDENTS. WE INVOLVED 17019 HIGHER EDUCATION STUDENTS FROM 13 COUNTRIES, WHO COMPLETED AN ONLINE SURVEY DURING THE FIRST WAVE OF THE PANDEMIC. A STRUCTURAL EQUATION MODEL REVEALED THAT PROXIMAL ANTECEDENTS (E-LEARNING SELF-EFFICACY, COMPUTER SELF-EFFICACY) MEDIATED THE RELATION BETWEEN ENVIRONMENTAL ANTECEDENTS (COGNITIVE AND MOTIVATIONAL QUALITY OF THE TASK) AND POSITIVE AND NEGATIVE ACHIEVEMENT EMOTIONS, WITH SOME EXCEPTIONS. THE MODEL WAS INVARIANT ACROSS COUNTRY, AREA OF STUDY, AND GENDER. THE RATES OF ACHIEVEMENT EMOTIONS VARIED ACCORDING TO THESE SAME FACTORS. BEYOND THEIR THEORETICAL RELEVANCE, THESE FINDINGS COULD BE THE BASIS FOR POLICY RECOMMENDATIONS TO SUPPORT STAKEHOLDERS IN COPING WITH THE CHALLENGES OF E-LEARNING AND THE CURRENT AND FUTURE SEQUELAE OF THE PANDEMIC.

THE RESEARCH STUDY REPORTED IS PART OF THE INTERNATIONAL SUCCESSFUL SCHOOL PRINCIPALSHIP PROJECT (ISSPP) THAT BRINGS TOGETHER A GROUP OF COUNTRIES THAT CONDUCT STUDIES ON EFFECTIVE EDUCATIONAL LEADERSHIP USING A COMMON FRAMEWORK OF REFERENCE. THROUGH A QUALITATIVE-INTERPRETATIVE METHODOLOGICAL APPROACH AND THE USE OF A MULTI-PERSPECTIVE CASE STUDY DESIGN, THE RESEARCH HERE PRESENTED HAS ANALYZED THE SUCCESSFUL PRACTICES THAT CHARACTERIZE A SCHOOL PRINCIPAL OF RECOGNIZED TRAJECTORY AND PRESTIGE, MANAGING A STATE-RUN AND RURAL SCHOOL WITH A HETEROGENEOUS STUDENT POPULATION CHARACTERIZED BY A HIGH PERCENTAGE OF SOCIAL VULNERABILITY. ON THE OTHER HAND, THIS STUDY HAS INTENDED TO REVEAL THE WAY IN WHICH THESE PRACTICES SIGNIFICANTLY INFLUENCE THE SUSTAINED EFFECTIVENESS AND IMPROVEMENT TRAJECTORY OF THE SCHOOL ANALYZED, WHICH HAS REACHED NOTORIETY AT THE REGIONAL AND NATIONAL LEVELS. THE FINDINGS OF THE STUDY INDICATE THAT THIS SCHOOL LEADER IS CHARACTERIZED BY AN AMBITIOUS AND DEMANDING EDUCATIONAL PROJECT, COMPLETELY ATYPICAL FOR ITS CONTEXT; HE DEMONSTRATES A GREAT COMMITMENT TO HIS WORK, BEING INVOLVED IN ALL THE PROCESSES OF THE SCHOOL, FROM CURRICULAR AND TEACHING-LEARNING ASPECTS TO THE INTEGRAL DEVELOPMENT AND WELL-BEING OF ITS STUDENTS. ALTHOUGH THE SUCCESS IS SHARED WITH OTHER MEMBERS OF THE SCHOOL COMMUNITY, THIS PRINCIPAL SEEMS TO BE THE MAIN CATALYST OF IT. THE STUDY CONCLUDES THAT THE PRINCIPAL?S MANAGEMENT STYLE COMBINES ASPECTS OF THE PEDAGOGICAL, DISTRIBUTED AND TRANSFORMATIONAL LEADERSHIP. HE DOES NOT ONLY FOCUS ON IMPROVING ACADEMIC RESULTS, BUT ALSO IT PLACES SPECIAL EMPHASIS ON THE HOLISTIC DEVELOPMENT OF STUDENTS, ACHIEVING A TRANSFORMATION OF THE SCHOOL CULTURE WITH THE AIM OF GENERATING OPPORTUNITIES FOR STUDENTS IN RURAL AREAS AND FOSTERING SOCIAL JUSTICE.

LA EDUCACIÓN INCLUSIVA ES UN OBJETIVO IMPORTANTE A LOGRAR EN LAS INSTITUCIONES EDUCATIVAS, POR CUANTO PERMITE EL LOGRO DE UNA EDUCACIÓN PARA TODOS Y TODAS, ACORDE A SUS CARACTERÍSTICAS IDIOSINCRÁTICAS Y CON ÉNFASIS EN EL APRENDIZAJE SIGNIFICATIVO. A PESAR DE ELLO, HAN SIDO MUCHAS LAS DIFICULTADES PARA SU IMPLEMENTACIÓN EN LOS CENTROS ESCOLARES. SE PROPONE UNA HERRAMIENTA DE GESTIÓN PARTICIPATIVA, DENOMINADA METACOGNICIÓN INSTITUCIONAL, PARA QUE LOS LÍDERES ESCOLARES PUEDAN IMPULSAR Y MANTENER EN EL TIEMPO, ESTRATEGIAS DE EDUCACIÓN INCLUSIVA, MONITOREANDO LOS OBSTÁCULOS QUE PUEDAN SURGIR EN EL PROCESO. LA METACOGNICIÓN INSTITUCIONAL SE COMPONE DE ACCIONES PARTICIPATIVAS ENFOCADAS EN EL DIAGNÓSTICO, TOMA DE DECISIONES Y EVALUACIÓN DE LOS RESULTADOS DE DICHAS ACCIONES, QUE PERMITEN DETERMINAR, POR EJEMPLO, LA IMPLEMENTACIÓN DE MODELOS DE EDUCACIÓN INCLUSIVA, ASÍ COMO SU VALORACIÓN. SE CONCLUYE QUE, PARA EL LOGRO DE UNA ESCUELA INCLUSIVA, LA METACOGNICIÓN INSTITUCIONAL ES UNA HERRAMIENTA DE GESTIÓN ÚTIL, PERMITIENDO QUE LOS LÍDERES ESCOLARES PUEDAN IMPLEMENTAR PROPUESTAS INCLUSIVAS, COMO TAMBIÉN EVALUAR SU DESARROLLO, IDENTIFICANDO PARTICIPATIVAMENTE TANTO LOS ACIERTOS COMO LOS OBSTÁCULOS.

IT IS OFTEN CONSIDERED THAT SCHOOLS IN THE POOREST NEIGHBOURHOODS PROVIDE A LOWER QUALITY OF EDUCATION THAN INSTITUTIONS IN MORE ADVANTAGED AREAS. NEVERTHELESS, CONSIDERING ALL THE BARRIERS THAT SOME SCHOOLS HAVE TO FACE, SOME OF THEM SEEM TO MAKE A DIFFERENCE. THEY HAVE DEMONSTRATED THAT IT IS POSSIBLE TO BE MORE SUCCESSFUL, DESPITE THE IMPACT OF THEIR STUDENT INTAKE FROM DISADVANTAGED BACKGROUNDS. THIS BOOK PRESENTS A RESEARCH STUDY ABOUT SIX SECONDARY SCHOOLS FROM TWO DIFFERENT COUNTIES IN CHILE, CHARACTERISED BY A SOCIO-ECONOMICALLY DISADVANTAGED STUDENT INTAKE. THE MAIN AIM OF THE STUDY WAS TO GAIN GREATER UNDERSTANDING OF THE PARTICULAR FEATURES THAT CHARACTERISE THESE SCHOOLS AND THE INFLUENCE OF THEM ON STUDENTS? OUTCOMES. SCHOOLS WERE ANALYSED USING A MIXED-METHODS APPROACH. THE FINDINGS AND CONCLUSIONS PRESENTED ALLOW THE READER TO BETTER UNDERSTAND THE PROCESSES ENHANCING SCHOOL EFFECTIVENESS IN SOCIALLY DISADVANTAGED CONTEXTS AND THE CONDITIONS THAT SIMILAR SCHOOLS SHOULD DEVELOP IN ORDER TO REPLICATE SUCCESSFUL EXPERIENCES AND ACHIEVE BETTER EDUCATIONAL OUTCOMES. THE LESSONS FROM THIS BOOK WILL BE SPECIALLY USEFUL FOR EDUCATION PRACTITIONERS AND POLICY MAKERS.

THE RESEARCH STUDY PRESENTED IN THIS ARTICLE HAS ATTEMPTED TO GENERATE DEEP AND FIRST-SOURCE KNOWLEDGE ON HOW THE IDENTITY OF TEACHERS WHO PRACTICE THEIR PROFESSION IN THE RURAL CONTEXT IS FORGED AND CONFIGURED. THE STUDY WAS CARRIED OUT IN TWO RURAL COMMUNES IN THE ÑUBLE REGION. THROUGH A MIXED STUDY, WITH QUALITATIVE PREDOMINANCE, IT WAS POSSIBLE TO INVESTIGATE THE PERCEPTIONS OF A SAMPLE OF IN-SERVICE TEACHERS, AT DIFFERENT STAGES OF THEIR CAREERS. THE STUDY FINDINGS SHOW THAT THE IDENTITY OF THE RURAL TEACHER IS CONFIGURED BY VARIOUS CHARACTERISTICS, PARTICULARLY RELEVANT TO THE RURAL EDUCATIONAL CONTEXT OF ÑUBLE, BUT WHICH ARE EQUALLY TRANSFERABLE TO OTHER EDUCATIONAL REALITIES IN RURAL COMMUNES IN CHILE. THE STUDY HAS REVEALED THAT THE RURAL TEACHER IS PERCEIVED AS A PROFESSIONAL WITH A HIGH DEGREE OF VOCATION AND MOTIVATION FOR HIS/HER WORK, CHARACTERIZED BY A HIGH LEVEL OF PROFESSIONALISM, WHO EXERCISES MULTIPLE ROLES, ESTABLISHES CLOSE RELATIONSHIPS WITH HIS/HER EDUCATIONAL COMMUNITIES AND COMMONLY WORKS IN CHALLENGING CONDITIONS DUE TO SCARCITY OF RESOURCES AVAILABLE TO CARRY OUT HIS/HER WORK IN FAVORABLE CONDITIONS.

THE CURRENT GLOBAL PANDEMIC SCENARIO HAS IMPACTED EDUCATION SYSTEMS AROUND THE WORLD. TERTIARY EDUCATION IS NO EXCEPTION, WITH ?EMERGENCY REMOTE TEACHING? (HODGES ET AL., 2020) IN RESPONSE TO CRISIS BEING IMPLEMENTED ACROSS THE GLOBE (IAU, 2020; MARINONI ET AL., 2020; REIMERS, & SCHLEICHER, 2020; U.N., 2020) THE CLOSURE OF EDUCATIONAL INSTITUTIONS HAS BROUGHT MANY CHALLENGES FOR HIGHER EDUCATION AND TEACHERS EVERYWHERE, FORCING THEM TO RESTRUCTURE AND RECONSIDER THEIR TEACHING APPROACHES TO SWITCHING OVER TO THE ONLINE MODE. FOR MANY EUROPEAN INSTITUTIONS, THE ONLINE MODE IS NOT NEW. THEY ALREADY OFFERED ONLINE COURSES AND DEGREES AND USED E-LEARNING PLATFORMS TO SUPPORT THE LEARNING PROCESS. LIKEWISE, IN MANY COUNTRIES OF LATIN AMERICA, INCLUDING CHILE, THE USE OF E-LEARNING RESOURCES TO SUPPORT TRAINING SUCH AS MOODLE OR CANVAS HAS BECOME A USUAL PRACTICE. HIGHER EDUCATION INSTITUTIONS (HEIS) ARE ALSO FREQUENTLY OFFERING E-LEARNING OR B-LEARNING COURSES OR DEGREES, ESPECIALLY POSTGRADUATE DEGREE