CRUCH and PUCV Santiago welcomed an international expert in professional learning and teacher training

19/05/2023
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Dr. Lily Orland, from the University of Haifa, Israel, reflected on attraction, dropout, and retention in the teaching field. This took place within the framework of the seminar organized by the Commission for Strengthening Pedagogies of the Council of Rectors of Chile, led by the rector of UMCE, Elisa Araya; and the rectors of PUCV, Nelson Vásquez; UPLA, Carlos González; and ULagos, Óscar Garrido.;

The activity is part of the work that the Commission is carrying out to address the various challenges posed by the teaching profession.

Courtesy of CEAE PUCV Santiago Communications: Loreto Conejeros and Waleska Moyano.

With the initial greetings of the executive director of Educational Leaders of the P. Catholic University of Valparaíso, and Executive Secretary of the Commission for Strengthening Pedagogies of the CRUCH, Carmen Montecinos, and of the rector of the University of Tarapacá and Executive Vice President of the CRUCH, Emilio Rodríguez, the seminar “Strengthening the Initial and Continuous Training of the Teaching Profession: International Dialogue” was initiated at PUCV Santiago.

The activity, which was carried out within the framework of the work being done by the Commission for Strengthening Pedagogies of the Council of Rectors of Chile, CRUCH, to address the various challenges posed by the teaching profession, included the participation of the expert from the University of Haifa, Israel, Lily Orland.

During her lecture, Orland addressed the various factors that influence teacher attraction, retention, and attrition, based on findings from several research studies. She indicated that, for example, the social status of the profession, working conditions, salary levels, global transformations, and even generational shifts—where younger teachers seek careers that allow for a better work-life balance—are all elements that influence the professional landscape.

Following this initial general assessment, the expert pointed out several considerations for improving the current context of the profession, such as support in communication and guidance with the principal and school staff; peer mentoring; the need to teach the same subject for which the teacher was trained; support in three key dimensions: organizational, professional, and affective; and the design of culturally sensitive induction frameworks, among others.

“Many new teachers come with unique skills they want to develop. And they are already aware of those skills. So, schools often don't know how to support that kind of development in each of the teachers who arrive and enter a one-dimensional world in terms of socialization,” Orlnad asserted. She added that, generally speaking, they don't know what to do or don't take into account that the teachers bring these abilities. “That is one of the most significant predictors of dropout rates, because these unique skills they bring from their initial training are not developed. And that also needs to be considered at the university level, in what is called professional development before entering the school system.”.

The seminar also featured the participation of Miguel Ruthier, Acting Head of the University Education Division of the Ministry of Education, who addressed opportunities for collaboration with universities regarding teacher training and professional development. Elisa Araya, Rector of the Metropolitan University of Educational Sciences, also spoke, discussing the creation process and future prospects of the Commission.