Carmen Montecinos
Datos Biográficos
| ID | 2575227 |
|---|---|
| NOMBRE | Carmen Montecinos |
| NOMBRES | Carmen |
| APELLIDO | Montecinos |
| FIRMA | MONTECINOS C |
| AFILIACIONES | Pontificia Universidad Católica de Valparaíso |
| VERIFICADO | No |
| TOTAL DE OBRAS | 13 |
| TOTAL DE CITAS | 46 |
| TOTAL COMO AUTOR | 13 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1997 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 4 |
Motivation, gender, and subject specialisation as predictors of first-year preservice teachers’ satisfaction and planned persistence
The current study uses the Fit-Choice scale to examine teaching subject specialisation and gender differences concerning 1st-year Chilean preservice teachers’ motivations and perceptions of the profession and their relationship to satisfaction with teaching as a career choice and intention to persist. Participants reported high interest in the subject and altruistic and intrinsic motivations. These motivations were positively associated with sati…
Mobilizing continuous improvement in high-poverty effective public secondary schools in Chile
Examining Chilean novice principals’ work through the lenses of emotional meaning making
As policymakers worldwide have intensified regulations and expectations to enhance school principals’ work as leverage for school improvement, their jobs have become increasingly stressful. The emotional dimension of leaders’ influence has been acknowledged as important yet scantly researched in the Latin American context. In the current article we examine emotional meaning making among 12 novice principals engaged with practical tasks involved i…
Moving the school forward
School administrators and university practicum supervisors as boundary brokers for initial teacher education in Chile
School administrators’ understandings and management of barriers for the school’s involvement in the practicum component of initial teacher education in Chile
Defining content for field-based coursework
The construction of parents and teachers as agents for the improvement of municipal schools in Chile
This article examines how teachers and parents in 10 municipal schools serving students growing up under conditions of social vulnerability represented themselves, and others, as valid agents for charting school improvement. In four schools parents and teachers saw each other as trustworthy and collaborating to provide an education that could transform students’ life chances. In the other six schools, social relations were marked by distrust, sta…
Desarrollo profesional docente y aprendizaje colectivo
En los contextos educativos actuales, marcados por la implementación de reformas a gran escala, la oferta de programas de desarrollo profesional de alta calidad para los docentes en servicio es un imperativo. Las propuestas actuales para una actualización docente que se traducen en cambios en las prácticas pedagógicas incorporan principios que ayudan a los docentes a construir, a través de redes de docentes, nuevas comprensiones de estas práctica…
Male Elementary Preservice Teachers' Gendering of Teaching
In this article, we examine how prevailing and al-ternative conceptions of masculinity framed the ways in which 40 White, male, elementary preservice teachers constructed the meaning of teaching. The imperatives associated with male-ness were recognizable through four metaphors frequently used to define teaching and themselves as teachers; to teach is as follows: (a) to be a male role model, (b) to be a sports coach, (c) to appeal to reason, and …
Paradoxes in multicultural teacher education research
There is a paucity of research describing the needs and concerns that teachers of color present to multicultural teacher preparation. In this essay the author reviews the research on multicultural teacher preparation to uncover research practices that make teachers of color invisible. In this analysis, it is contended that this body of research has created a discontinuity between the principles of multicultural education, multicultural teacher ed…
Relearning the meaning and practice of student teaching supervision through collaborative self-study
Gender and Cohort Differences in University Students' Decisions to Become Elementary Teacher Education Majors
From 1980 to 1988, Lynn Nielsen, one of the authors, taught second- and third-grade students in a midsized town in the Midwest. He was the only male primary teacher during that period and one of few males among all elementary teachers in the building. A laboratory school instructor, he also supervised teacher education students. He often asked the few men under his supervision how they came to choose elementary education as their university major…
Paradoxes in multicultural teacher education research
There is a paucity of research describing the needs and concerns that teachers of color present to multicultural teacher preparation. In this essay the author reviews the research on multicultural teacher preparation to uncover research practices that make teachers of color invisible. In this analysis, it is contended that this body of research has created a discontinuity between the principles of multicultural education, multicultural teacher ed…
Defining content for field-based coursework
Relearning the meaning and practice of student teaching supervision through collaborative self-study
Gender and Cohort Differences in University Students' Decisions to Become Elementary Teacher Education Majors
From 1980 to 1988, Lynn Nielsen, one of the authors, taught second- and third-grade students in a midsized town in the Midwest. He was the only male primary teacher during that period and one of few males among all elementary teachers in the building. A laboratory school instructor, he also supervised teacher education students. He often asked the few men under his supervision how they came to choose elementary education as their university major…
Moving the school forward
School administrators and university practicum supervisors as boundary brokers for initial teacher education in Chile
Male Elementary Preservice Teachers' Gendering of Teaching
In this article, we examine how prevailing and al-ternative conceptions of masculinity framed the ways in which 40 White, male, elementary preservice teachers constructed the meaning of teaching. The imperatives associated with male-ness were recognizable through four metaphors frequently used to define teaching and themselves as teachers; to teach is as follows: (a) to be a male role model, (b) to be a sports coach, (c) to appeal to reason, and …
Examining Chilean novice principals’ work through the lenses of emotional meaning making
As policymakers worldwide have intensified regulations and expectations to enhance school principals’ work as leverage for school improvement, their jobs have become increasingly stressful. The emotional dimension of leaders’ influence has been acknowledged as important yet scantly researched in the Latin American context. In the current article we examine emotional meaning making among 12 novice principals engaged with practical tasks involved i…
Gender and Cohort Differences in University Students' Decisions to Become Elementary Teacher Education Majors
From 1980 to 1988, Lynn Nielsen, one of the authors, taught second- and third-grade students in a midsized town in the Midwest. He was the only male primary teacher during that period and one of few males among all elementary teachers in the building. A laboratory school instructor, he also supervised teacher education students. He often asked the few men under his supervision how they came to choose elementary education as their university major…
Relearning the meaning and practice of student teaching supervision through collaborative self-study
Male Elementary Preservice Teachers' Gendering of Teaching
In this article, we examine how prevailing and al-ternative conceptions of masculinity framed the ways in which 40 White, male, elementary preservice teachers constructed the meaning of teaching. The imperatives associated with male-ness were recognizable through four metaphors frequently used to define teaching and themselves as teachers; to teach is as follows: (a) to be a male role model, (b) to be a sports coach, (c) to appeal to reason, and …
Paradoxes in multicultural teacher education research
There is a paucity of research describing the needs and concerns that teachers of color present to multicultural teacher preparation. In this essay the author reviews the research on multicultural teacher preparation to uncover research practices that make teachers of color invisible. In this analysis, it is contended that this body of research has created a discontinuity between the principles of multicultural education, multicultural teacher ed…
Desarrollo profesional docente y aprendizaje colectivo
En los contextos educativos actuales, marcados por la implementación de reformas a gran escala, la oferta de programas de desarrollo profesional de alta calidad para los docentes en servicio es un imperativo. Las propuestas actuales para una actualización docente que se traducen en cambios en las prácticas pedagógicas incorporan principios que ayudan a los docentes a construir, a través de redes de docentes, nuevas comprensiones de estas práctica…
Defining content for field-based coursework
The construction of parents and teachers as agents for the improvement of municipal schools in Chile
This article examines how teachers and parents in 10 municipal schools serving students growing up under conditions of social vulnerability represented themselves, and others, as valid agents for charting school improvement. In four schools parents and teachers saw each other as trustworthy and collaborating to provide an education that could transform students’ life chances. In the other six schools, social relations were marked by distrust, sta…
School administrators and university practicum supervisors as boundary brokers for initial teacher education in Chile
School administrators’ understandings and management of barriers for the school’s involvement in the practicum component of initial teacher education in Chile
Moving the school forward
Examining Chilean novice principals’ work through the lenses of emotional meaning making
As policymakers worldwide have intensified regulations and expectations to enhance school principals’ work as leverage for school improvement, their jobs have become increasingly stressful. The emotional dimension of leaders’ influence has been acknowledged as important yet scantly researched in the Latin American context. In the current article we examine emotional meaning making among 12 novice principals engaged with practical tasks involved i…
Mobilizing continuous improvement in high-poverty effective public secondary schools in Chile
Motivation, gender, and subject specialisation as predictors of first-year preservice teachers’ satisfaction and planned persistence
The current study uses the Fit-Choice scale to examine teaching subject specialisation and gender differences concerning 1st-year Chilean preservice teachers’ motivations and perceptions of the profession and their relationship to satisfaction with teaching as a career choice and intention to persist. Participants reported high interest in the subject and altruistic and intrinsic motivations. These motivations were positively associated with sati…
Psychology (11 obras) · Pedagogy (9 obras) · Mathematics education (7 obras) · Political science (7 obras) · Teacher Education and Leadership Studies (7 obras) · Educational Practices and Policies (6 obras) · Sociology (6 obras) · Teacher education (6 obras) · Medicine (5 obras) · Education and Teacher Training (4 obras)