Purpose

This research paper explores the value of collaborative inquiry networks of headteachers and curriculum coordinators to cope with 2020's coronavirus pandemic in Chile. Specifically, the authors describe the main challenges that networks identify in their contexts, the collaborative practices performed by different schools to address these challenges, and the influence of the networks on the innovative responses of teachers in their own schools.

Design/methodology/approach

This is a mixed-method study from a complementary stance using different methods and data of a project implemented with a total of 54 headteachers and curriculum coordinators. The data sources were participants' individual reports, the network teams' reports of their collaborative inquiry projects, and a short open-ended questionnaire responded by teachers that did not participate directly in the networks but benefited from their work. The data were analyzed using content analysis, categories were created to organize and describe the main findings.

Findings

Participants of the networks reported that their active participation in the collaborative inquiry allows them to share knowledge among different schools and has helped them to support innovative practices in their own schools. Specifically, they have reported that collaborating has permitted them to maintain a pedagogical focus, foster distributed leadership within the school communities, provide them with greater autonomy, and develop skills to favor the emotional containment of their teams. Inquiry teams perform diverse collective practices; they designed and applied virtual surveys, planned and implemented virtual workshops with teachers, and generated meaningful reflection about formative assessment and pedagogical practices.

Originality/value

This work offers insights into how the Chilean school system has responded to COVID-19 challenges and shows how despite the negative aspects of the pandemic, it has become an opportunity to recognize and enhance teachers' professional development through the collaboration among different schools. Most headteachers and curriculum coordinators reported that an active collaborative inquiry changed how they used to think about their leadership and strengthened the value of professional relationships to address extremely difficult challenges as a result of the pandemic. These lessons can be taken for the future, to rethink and rebuild educational systems.

中文翻译：

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校内外合作：共同克服智利的 COVID-19 挑战

目的

本研究论文探讨了校长和课程协调员协作探究网络的价值，以应对智利 2020 年的冠状病毒大流行。具体来说，作者描述了网络在其环境中识别的主要挑战、不同学校为应对这些挑战而进行的协作实践，以及网络对本校教师创新反应的影响。

设计/方法/途径

这是一项从互补的角度进行的混合方法研究，使用不同的方法和一个项目的数据，共有 54 名校长和课程协调员实施。数据来源是参与者的个人报告、网络团队关于他们协作探究项目的报告，以及一份由没有直接参与网络但从他们的工作中受益的教师回答的简短的开放式问卷。使用内容分析对数据进行分析，创建类别以组织和描述主要发现。

发现

网络的参与者报告说，他们积极参与协作探究使他们能够在不同学校之间分享知识，并帮助他们支持自己学校的创新实践。具体来说，他们报告说，合作使他们能够保持教学重点，在学校社区内培养分布式领导，为他们提供更大的自主权，并培养有利于团队情绪包容的技能。调查小组进行不同的集体实践；他们设计并应用了虚拟调查，计划并实施了与教师的虚拟研讨会，并对形成性评估和教学实践产生了有意义的反思。

原创性/价值

这项工作提供了关于智利学校系统如何应对 COVID-19 挑战的见解，并展示了尽管大流行的负面影响，它如何成为通过不同学校之间的合作来认识和加强教师专业发展的机会。大多数校长和课程协调员报告说，积极的协作调查改变了他们过去对领导力的看法，并加强了专业关系的价值，以应对大流行带来的极其困难的挑战。这些教训可以用于未来，重新思考和重建教育系统。