Figueroa Moya, Daniela Alejandra; (2023) Making sense of Teachers' Collaboration and Professional Dialogue in Chile: Agency and Leadership in three newly formed Professional Learning Communities. Doctoral thesis (Ph.D), UCL (University College London).

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Abstract

Since 2016, increasing importance has been attached in Chile to fostering teachers’ collaboration by encouraging the development of Professional Learning Communities (PLCs) as part of teachers’ professional development. From a policy perspective, this emerging development seems to be promising. However, what has happened at the school level? Using theoretical approaches to Social Capital and Professional Agency, this multiple case study of three schools explores the meaning of PLCs in Chilean schools, by drawing on teachers’ sense making processes. The research also explores the role and impact of school leadership on the nature of teachers’ professional collaboration. Analysis of the official school documentation from the three case studies indicates that teacher collaboration is defined as being central to the sharing of professional knowledge and to improvements in student learning. From the policy perspective, documentary evidence also shows that professional development of teachers, school life diversity and participation of the educational community are key aspects of teachers’ collaboration in Chile. However, for the teachers and head teachers interviewed as part of this research, collaboration is seen mainly as being about seeking help and mutual support to face the challenges of teaching and reduce professional isolation. But, for school staff, student learning itself is not at the centre of their involvement in PLCs. Nevertheless, when considering the characteristics of the Chilean context and particularities of the teaching role, the results of this research indicate that the formation of professional learning communities – both formal and informal oneshas created distinctive spaces for collaboration and professional development, where dialogue acts as a liberating element in ways that allow teachers to generate a sense of agency and raise their professional voices about teaching and learning. Therefore, this research highlights the degree to which the practice of PLCs is context specific. Finally, the role of school leadership is key here. Leadership approaches that provide flexible structures and encourage collaboration, generate a sense of belonging in teachers to the school. For Chilean PLCs to thrive, high levels of trust and approaches which value the professional creativity and diversity of teachers’ skills and views are crucial.

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