PERCEPTIONS OF TEACHER COLLABORATION IN CURRENT CHILEAN EDUCATIONAL POLICIESThis article presents the results of a qualitative research aimed at identifying the perceptions of professional collaboration underlying the Programa de Integración Escolar y de Desarrollo Profesional Docente [School Integration Policy and the Teacher Professional Development Program] in Chile. By means of interviews and documentary analysis, it analyzes the convergences and divergences of the official discourses present in texts and statements of their developers. The results show agreements and discrepancies in three aspects: conceptualization and purposes of collaboration; people called to collaborate, and collaborative work practices promoted. The findings are discussed with particular emphasis on the divergences of both policies and possible difficulties in their interpretation and implementation.
COLLABORATIVE WORK; PUBLIC POLICIES; PROFESSIONAL DEVELOPMENT; EDUCATIONAL INCLUSION