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Teacher Professionalism in Transformation Scenarios: A Case Study Using Artistic Criticism, Genogram, and TRIZ

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No. 16 (2026): Enero-junio
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Abstract

In the context of post-pandemic recovery and the consolidation of a new educational paradigm, this article presents a diagnostic assessment aimed at characterizing teacher professionalism styles in a Chilean school setting and proposing guidelines for their strengthening in transformative scenarios. The study adopted Eisner’s artistic criticism approach, incorporating genograms as a visual strategy to represent professional dynamics related to collaboration, investigative reflection, and continuous teacher learning. It also drew on systematic innovation logic to structure recommendations based on patterns of creativity and inventiveness. The design was exploratory-descriptive, cross-sectional, with a deductive foundation and constant comparative analysis. A semi-structured survey was applied to five purposively selected teachers, using a narrative approach to interpret their perceptions, experiences, and professional styles from a contextualized perspective. The results reveal a fragmented sense of professionalism, characterized by informal collaboration, low investigative orientation, and continuous learning disconnected from professional needs or classroom realities. The findings also indicate a low level of structure in curricular articulation and innovation initiatives, along with a predominance of traditional teaching approaches. The study highlights key challenges in professional recognition, critical reflection, and the revitalization of a situated, critical, and genuinely collaborative professionalism aimed at comprehensive learning improvement, educational justice, and sustainability.

Keywords:

educational innovation , eflective teaching , teacher collaboration , teacher professionalism , teacher professional development
How to Cite
Muñoz Riquelme, E., & Hormazábal Soto, A. (2026). Teacher Professionalism in Transformation Scenarios: A Case Study Using Artistic Criticism, Genogram, and TRIZ. Revista Saberes Educativos, (16), pp. 1–30. Retrieved from https://sabereseducativos.uchile.cl/index.php/RSED/article/view/82980
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Revista Saberes Educativos
Facultad de Filosofía y Humanidades
Universidad de Chile
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