https://sabereseducativos.uchile.cl/index.php/RSED/issue/feed 2025-08-18T02:03:11+00:00 Luis Felipe de la Vega sabereseducativos@uchile.cl Open Journal Systems <p><em>Saberes Educativos is an open access scientific journal, focused on the dissemination of knowledge related to the training of teachers and other educational actors. It is published biannually by Centro Saberes Docentes (former Programa de Educación Continua para el Magisterio, PEC), of the Faculty of Philosophy and Humanities, Universidad de Chile.</em></p> https://sabereseducativos.uchile.cl/index.php/RSED/article/view/80123 2025-08-02T00:14:12+00:00 John Sebastián Buitrago Villa jhons.buitrago@udea.edu.co Deicy Yuveny Rodas Monsalve deicy.rodas@udea.edu.co

The present article reviews the background information regarding the interaction of three concepts: masculinities, gender-based violence, and school. To this end, 44 scientific articles published between 2002 and 2023 were reviewed, covering a wide geographical área. The article offers an analysis of the background information found and some considerations on the importance of expanding the notion of gender-based violence. It also seel to highlight the tension generated by the configuration of masculinities in school and the gender-based violence that takes place there. Therefore, it considers the school not only as a physical place but also as a symbolic space in which discourses that reinforce or regulate hegemonic ways of being existing take place, both for individuals and for the fabric of their interactions. Finally, it opens up a broad research horizon for addressing these concepts within the framework of eradicating gender-based violence.

2025-08-02T00:00:00+00:00 Copyright (c) 2025 Revista Saberes Educativos https://sabereseducativos.uchile.cl/index.php/RSED/article/view/80299 2025-08-18T01:32:49+00:00 Mariana Rodríguez-Donoso marianrodriguez@ug.uchile.cl Fernando Fernández Romero Jffernandezr@udistrital.edu.co

This article reports on a research Project located in the field of science education. It aims to identify research agendas on early childhood science teaching in journals published between 2020 and 2022 in the Web of Science database. The results indicate that the most developed research agendas during the COVID-19 pandemic were STEM Education, Education for Sustainability, Family Participation, Scientific Experimentation, and Teacher Training. It is concluded that identifying research agendas in the field of Science Teaching facilitates information mapping and provides analytical elements for building background knowledge, methodologies, and emerging educational trends. Based on the findings, it is recommended that science teaching be approached through active methodologies, integrating sustainability and gender bias awareness across all areas. Additionally, fostering scientific thinking skills in early childhood through daily interactions with natural phenomena and exploring the environment with curiosity and creativity is essential. Finally, strengthening scientific production related to early childhood education, particularly from the Latin American region, is crucial for documenting and improving educational experiences in the Global South.

2025-08-20T00:00:00+00:00 Copyright (c) 2025 Revista Saberes Educativos https://sabereseducativos.uchile.cl/index.php/RSED/article/view/80300 2025-08-18T02:03:11+00:00 Diego Ignacio Caro Rojas carorojasdiego@gmail.com Anna Díaz Vicario anna.diaz@uab.cat

This article is framed within context of growing interest in the brokering of research results as a tool to strengthen the connection between research and educational practice. The objective is to map the Educational Technical Assistance (ATE) institutions that carry out intermediation actions for educational improvement, and to identify the strategies they claim to use. A review of the websites of the 543 ATE operating in Chile (Región Metropolitana) was carried out. The results show that less than 10% of the institutions carry out intermediation of research results. The strategies most frequently used by the institutions that report intermediation focus on the incorporation of research results into products and services. The least used are those that build the capacity of educational institutions to understand and question research results. According to the type of strategies used, 4 groups are identified: 1) intermediaries focused on the dissemination of research results; 2) intermediaries focused on the incorporation of research results into products and services; 3) intermediaries that foster connection; and 4) complete intermediaries. The contribution of this article is to provide information on the ATE ecosystem and its potential as knowledge brokers.

2025-08-20T00:00:00+00:00 Copyright (c) 2025 Revista Saberes Educativos https://sabereseducativos.uchile.cl/index.php/RSED/article/view/79853 2025-07-17T01:10:59+00:00 Valeska Concha-Díaz vale.concha.cd@gmail.com Bertha Guamán bnguaman@espe.edu.ec

This article reports on a study that analyzes the factors affecting teacher performance from the perspective of a group of early childhood educators in Chile. The study's methodology is quantitative, descriptive, and cross-sectional (Hernández et al., 2006). The study applies a Likert-type instrument with closed-ended questions to 149 participants. The results indicate different perceptions regarding institutional, personal, and socioenvironmental factors that influence classroom performance. Institutional factors are the least valued: lack of material resources, poor salary-to-work ratio, and workload are identified as the factors that most negatively influence teaching. In contrast, the interviewees' reported positive relationship with their students, their willingness to help each other, and the satisfaction they derive from their profession were the most positive factors.

2025-08-02T00:00:00+00:00 Copyright (c) 2025 Revista Saberes Educativos https://sabereseducativos.uchile.cl/index.php/RSED/article/view/79857 2025-07-17T02:51:33+00:00 Roxana Nicol Poblete Inostroza roxana.poblete@udg.edu Soledad Martinez-Labrín cmartine@ubiobio.cl Pamela Castillo Mardones pamecastillo@udec.cl

One of the keys to building a culture free from discrimination based on sex and gender is teacher awareness and training to achieve progress in these areas. In many cases, androcentric educational models prevail in schools, which invisibilize, conceal, and deny the role and contribution of women in various fields of knowledge. This article presents the results of an exploratory qualitative research project aimed at analyzing feminist teachers’ perception of their teaching practices in order to identify the facilitators and barriers to implementing feminist education within the Chilean education system. To this end, 15 semi-structured interviews were conducted with Chilean feminist teachers and a content análisis was conducted. The results show that teachers recognize that feminist pedagogy is relevant for implementing non-sexist education. They also identify various barriers to implementing feminist pedagogy given that both schools and educational agents, in general, are reluctant to feminist ideas.

2025-08-02T00:00:00+00:00 Copyright (c) 2025 Revista Saberes Educativos https://sabereseducativos.uchile.cl/index.php/RSED/article/view/80025 2025-07-27T19:21:21+00:00 Yaneth Marcela Huízar Aguilar yaneth.huizar@jaliscoedu.mx Anibal Huízar Aguilar anibal.huizar@jaliscoedu.mx

This article presents the progress of a research project on the knowledge and experiences of elementary school teachers on social-emotional education. This research uses Van Manen´s (1998) phenomenological-hermeneutic method and exploratory inquiri. Information regarding the dimensions of emotional education was collected using forms (Bisquerra, 2018). Interviews and focus groups were also conducted, comprising a sample of 50 teachers and school principals serving students ranging in age from 6 to 15, all located in the state of Jalisco, Mexico. It is assumed that education professionals lack the knowledge and skills to manage their own emotions, which is why they have difficulty recognizing the problems related to emotional education in order to propose intervention and improvement actions within the framework of transversal work with the active and situated methodologies proposed in the New Mexican School. This research help us understand teachers’ strengths, areas of opportunity, as well as reflections, experiences and journeys related to the topic, providing a starting point for teacher transformation

2025-08-02T00:00:00+00:00 Copyright (c) 2025 Revista Saberes Educativos https://sabereseducativos.uchile.cl/index.php/RSED/article/view/80026 2025-07-28T00:13:42+00:00 Tamara Fabiola Cepeda Acevedo tamara.cepeda@bristol.ac.uk

This article explores assessment practices in a Chilean school with the aim of understanding teachers and students perspectives on these practices, methods used, and results obtained in terms of grades and feedback. The conceptual framework of the study on which the article is based considers the key aspects of evaluation (School Based Assessment) according to international literature, which are then contextualized in the Chilean reality, considering the concepts of sociocultural (Elwood and Murphy, 2015) and responsive (Brown et al., 2022) evaluation as relevant. The study seeks to identify the evaluation practices used in reality, based on the suggestions of the evaluation decree that governs the country. This is an exploratory qualitative study that uses document analysis and semi-structured interviews with 10 teachers and 10 students from a school in Santiago, Chile, which were analyzed using thematic analysis. The results indicate that the intentions of the evaluation policy are not reflected in practice, mainly due to external historical conditions imposed on the teaching process: lack of teacher time, work overload, and the prevailing social inequality in the country. The strong summative culture and the system of consequences (high stakes) hinder formative evaluation. Finally, some elements are suggested to consider so that the evaluation system aims to be socioculturally responsive, that is, that it responds to the needs of teachers and students.

2025-08-02T00:00:00+00:00 Copyright (c) 2025 Revista Saberes Educativos https://sabereseducativos.uchile.cl/index.php/RSED/article/view/79879 2025-07-18T23:11:35+00:00 Sergio Nava-Lara navalarasergioa@gmail.com Viviana Hojman vhojman@uc.cl Claudia Navarro Corona claudianavarro@wedoed.com Fabiola Melo Araneda fabiola.melo@umontreal.ca Rodrigo Ignacio Jara Bustos rodjarab@udd.cl

The development of socioemotional skills contributes to responding to the training needs of students, both in their present life and in their future. From the Activity Theory approach, in this article the implementation of Construye T, a program for the socioemotional training of high school students in Mexico is analized. Fourteen semi-structured interviews, collective and individual, were conducted with groups of students, implementing teaching teams, and program managers from five campuses. It was found that students and implementation teams have built a shared sense of the benefits of the program for the students' education; however, tensions are located in the implementation that is modified by the conditions of the campus, the rules of labor contracting, and even the interest of the members of the community. The results provide relevant elements to be considered for the improvement of the implementation in current schools and the design of proposals for the implementation of similar programs for socioemotional development. The challenges identified in the program's performance are discussed as a contribution to the field of knowledge.

2025-08-02T00:00:00+00:00 Copyright (c) 2025 Revista Saberes Educativos https://sabereseducativos.uchile.cl/index.php/RSED/article/view/79882 2025-07-19T02:33:19+00:00 Lissette Cavallo-Bertelet lisscavallo.b@gmail.com

Innovating in education today implies a planned process that requires the participation, ideas, knowledge, and positive attitudes of diverse educational actors to generate an enabling environment to improvements and transformations of the stablished norms in a given educational reality. In this article a narrative review is carried out based on a Google Scholar search of electronic journals indexed in international databases, published mainly between the years 2020 and 2025, which address the concept of educational innovation from diverse theoretical perspectives. It considers the factors that influence both its practical implementation and the development of the competence to innovate in teaching performance, the action of research based on pedagogical needs, and the planning and evaluation of the process to address the challenges of 21st-century schools, from a perspective of social responsibility and community impact. It is concluded that innovating in education arises from needs for improvement or transformation that require detailed planning of an innovative project that facilitates the delivery of concrete and realistic solutions that ensure their quality and appreciation within the educational community.

2025-08-02T00:00:00+00:00 Copyright (c) 2025 Revista Saberes Educativos https://sabereseducativos.uchile.cl/index.php/RSED/article/view/79943 2025-07-23T03:23:48+00:00 René Valdés rene.valdes@unab.cl Carlos Miranda Carvajal carlos.miranda@pucv.cl José Manuel Améstica jose.amestica@mail.udp.cl

Inclusive leadership has been positioned in recent years as a advisable style for schools committed to diversity, social justice, and inclusion. However, unlike other leadership styles, there is less precedent in relation to evaluation instruments, theoretical models, and evidence-based practices. The objective of this research article is to adapt and validate the Spanish LEI-Q questionnaire “Leading inclusive education in compulsory education centers” in Chile. The instrument evaluates four dimensions of practices divided into two versions that complement each other; one aimed at families and the other at teaching teams. For validation, a sample of 2792 participants (1873 families and 919 teaching teams) was used. For the adaptation, the linguistic adaptation of the items and a pilot application were carried out; for validation, a confirmatory factor analysis was carried out to assess the structure of the theoretical dimensions proposed for the questionnaire and its internal consistency overall and within each dimension was reviewed. The results, both for teaching teams and families, confirm the adequacy of the chosen structural model (RMSEA= .0693 and .0298), the reliability of the scale (α = .981 and .979) in general, and in each of its dimensions (α between 0.978 and 0.981). A relevant finding and a complementary contribution to the original instrument is the piloting of an inclusive leadership index that organizes observable practices based on participation indicators.

2025-08-02T00:00:00+00:00 Copyright (c) 2025 Revista Saberes Educativos https://sabereseducativos.uchile.cl/index.php/RSED/article/view/80028 2025-07-28T01:21:33+00:00 Auristela del Carmen Hormazábal Soto Auristela.hormazabal@upla.cl Maricel Rodríguez Pacheco maricel.rodriguez@alumnos.upla.cl Mario Suárez Cinto mario.suarez@alumnos.upla.cl

The increasing teacher shortage is a global concern impacting educational quality. In Chile, the Ministry of Education (Mineduc) projects a shortfall of over 25,000 teachers by 2025, exacerbated by teacher absenteeism, which refers to temporary or prolonged teacher absences due to medical leave, administrative permits, or unplanned absences. This study examines the role of the floating teacher as an emerging solution to ensure pedagogical continuity in diverse educational contexts. Using a qualitative approach, semi-structured interviews were conducted with 10 participants, including administrators, floating teachers, and community members. Document analysis complemented the data collection, and triangulation was employed to validate the findings. Results highlighted successful practices such as proactive planning and adaptability while identifying challenges like administrative overload and lack of formal recognition. These findings support proposals to legitimize and enhance the floating teacher's role, addressing its limitations and strengthening pedagogical continuity in educational systems.

2025-08-02T00:00:00+00:00 Copyright (c) 2025 Revista Saberes Educativos https://sabereseducativos.uchile.cl/index.php/RSED/article/view/80103 2025-07-31T23:08:56+00:00 Gabriela Martini Armengol gabriela.martini@u.uchile.cl Leyre Burguera Ameave lburguera@der.uned.es Ana Fascioli Alvarez anacfascioli@gmail.com Macarena Esther Vargas Torres Macarena.vargas@uchile.cl

In recent years, social awareness driven by feminist movements has had a significant impact on universities, creating an enabling environment for the implementation and strengthening of gender equality and equity policies. Thus, many universities have recognized the need to promote actions and measures against gender roles and stereotypes, which will allow them to promote the full inclusion of women without bias or gaps.

2025-08-02T00:00:00+00:00 Copyright (c) 2025 Revista Saberes Educativos https://sabereseducativos.uchile.cl/index.php/RSED/article/view/80088 2025-07-31T01:18:21+00:00 Gabriela Martini Armengol gabriela.martini@u.uchile.cl

Over the last decade, the incorporation of a gender perspective has contributed to the reconfiguration of university policies. This article analyzes the actions and strategies implemented by Ibero-American universities in the areas of governance and representation to address gender inequalities within their structures, organizational culture, and social interactions. Based on a qualitative and descriptive study, four dimensions are examined: gender stereotypes, the glass ceiling, egalitarian masculinities, and balanced representation. The findings reveal the adoption of actions with equity- and equality-based approaches at the macro, meso, and micro levels of the university system. Progress is observed in the institutionalization and mainstreaming of the gender perspective within universities; however, challenges remain, such as the sustainability of these policies, the incorporation of evaluation mechanisms, and the integration of intersectional and non-binary approaches. The role of universities as agents of change in reducing gender gaps is highlighted, emphasizing the importance of strengthening strategies that not only ensure parity in representation but also drive transformations in organizational culture and decision-making processes.

2025-08-02T00:00:00+00:00 Copyright (c) 2025 Revista Saberes Educativos https://sabereseducativos.uchile.cl/index.php/RSED/article/view/80091 2025-07-31T02:10:07+00:00 Leyre Burguera Ameave lburguera@der.uned.es

Inherited science shows the absence of women as builders and disseminators of knowledge. For this reason, today's universities face the great challenge of transforming the context and claiming their own space for women. This article analyses the actions and strategies implemented by Ibero-American universities in the fields of research, teaching and outreach to address gender inequalities in their structures, organisational culture and social interactions. Based on a qualitative and descriptive study, the results show the adoption of actions at the macro, meso and micro levels, combining equality and equity approaches. Significant progress has been made regarding the incorporation of gender perspective in specific areas of research and/or teaching, as well as the strengthening of social outreach initiatives that seek to guarantee the university's commitment to equality and the reduction of gender gaps. However, the approach to women's professional careers in universities reveals a structure and internal dynamics that follow very masculinised patterns that slow down their projection and recognition.

2025-08-02T00:00:00+00:00 Copyright (c) 2025 Revista Saberes Educativos https://sabereseducativos.uchile.cl/index.php/RSED/article/view/80092 2025-07-31T02:31:42+00:00 Macarena Esther Vargas Torres Macarena.vargas@uchile.cl

This study analyzes the strategies implemented by universities to prevent and address gender-based violence in academic settings. Using a multilevel approach, the research identifies normative, pedagogical, and structural actions aimed at transforming institutional dynamics and fostering gender-inclusive educational spaces. The findings highlight significant progress in awareness-raising and comprehensive victim support, yet challenges persist in institutionalization and policy sustainability. The study emphasizes the need to strengthen gender mainstreaming and inter-institutional coordination to ensure long-term impact.

2025-08-02T00:00:00+00:00 Copyright (c) 2025 Revista Saberes Educativos https://sabereseducativos.uchile.cl/index.php/RSED/article/view/80030 2025-07-28T03:29:15+00:00 Leyre Burguera Ameave lburguera@der.uned.es Ana Fascioli Alvarez anacfascioli@gmail.com

The present article reviews the background information regarding the interaction of three concepts: masculinities, gender-based violence, and school. To this end, 44 scientific articles published between 2002 and 2023 were reviewed, covering a wide geographical área. The article offers an analysis of the background information found and some considerations on the importance of expanding the notion of gender-based violence. It also seel to highlight the tension generated by the configuration of masculinities in school and the gender-based violence that takes place there. Therefore, it considers the school not only as a physical place but also as a symbolic space in which discourses that reinforce or regulate hegemonic ways of being existing take place, both for individuals and for the fabric of their interactions. Finally, it opens up a broad research horizon for addressing these concepts within the framework of eradicating gender-based violence.

2025-08-02T00:00:00+00:00 Copyright (c) 2025 Revista Saberes Educativos