Elementos institucionales y contextuales asociados al mejoramiento de las prácticas pedagógicas docentes: Modelo explicativo desde la percepción docente

Abstract

The objective of the research was to describe the relationships between the insti-tutional and contextual elements associated with the improvement of pedagogical practices in teachers of private subsidiezed schools of basic and secondary education from the Puente Alto, Chile. The research is qualitative and with a theoretical-me-thodological approach of Grounded Theory; therefore, it includes interviews whit teachers classified in expert section II, according to teacher evaluation. The results are presented at a descriptive and relational axial level, highlighting the importan-ce that teachers consider on the guidelines that schools provide to promote the improvement of their pedagogical practices, which in turn, are usually driven by ministerial or contextual demands. The researchers find it relevant to generate an ex-planatory model about the relationships between the institutional variables associa-ted with the improvement of pedagogical practices from the perspective of teachers.