Beatrice Avalos-Bevan
Biographic Data
| ID | 335451 |
|---|---|
| NAME | Beatrice Avalos-Bevan |
| GIVEN NAMES | Beatrice |
| FAMILY NAME | Avalos-Bevan |
| SIGNATURE | AVALOS-BEVAN B |
| AFFILIATIONS | University of Chile |
| ORCID | 0000-0001-6269-291X |
| VERIFIED | Yes |
| TOTAL WORKS | 27 |
| TOTAL CITATIONS | 237 |
| AUTHOR COUNT | 27 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1980 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 4 |
Chilean Teachers’ Knowledge of and Experience with Artificial Intelligence as a Pedagogical Tool
Although Artificial Intelligence (AI) is transforming teachers’ knowledge and professional practice, its full potential has yet to be fully realized. To incorporate AI effectively into pedagogical contexts, it is essential that teachers possess the knowledge necessary to guide its responsible use. However, in Latin America, there remains limited empirical evidence to support this process. To address this gap, this empirical study analyzes teacher…
Battling to keep education going
The article presents results of studies in Chile and Portugal during COVID-19 lockdowns and remote teaching conditions. In each of both countries, over two thousand teachers of all school levels and types were surveyed during a two-month period on their professional experiences in the first year of remote teaching. The article discusses teacher accounts of how their work changed, their difficulties, impact on well-being, as well as new profession…
Upper secondary students’ situational interest in physics learning in Finland and Chile
This study examines how classroom activities, student gender and student personal interest in science studies and careers predict situational interest in physics learning. Teaching modules were designed based on the secondary physics curricula in Finland (Helsinki) and Chile (Santiago and Viña del Mar) emphasising students engagement in scientific practices. The study was implemented in four classrooms in both countries. Data on situational inter…
Patterns of situational engagement and task values in science lessons
Situational engagement is a key element in promoting students’ maintained interest and focused attention in learning. Most research on students engagement has been variable-centered, and only few studies have examined situational patterns of student engagement. The present study used person-oriented approach (e.g., latent profile analysis with Mplus multigroup comparison and 3-step procedure) to examine patterns of students’ situational engagemen…
Momentary task‐values and expectations predict engagement in science among Finnish and Chilean secondary school students
While expectancy‐value‐cost theory predicts that students' task values play an important part in academic engagement, these associations have rarely been tested in science education and are even less studied in authentic classroom situations. The present study examined to what extent momentary task‐values, expectations and costs are associated with students' momentary academic engagement in science classes. Momentary academic engagement was opera…
Experiencias docentes heterogéneas en pandemia Covid-19
La educación a distancia (EaD), implementada por la crisis COVID-19, ha intensificado las condiciones de segregación sufridas por las escuelas públicas en Latinoamérica y en Chile. La experiencia docente en pandemia parece no ser homogénea, pues las desigualdades e identidades la complejizan. Este estudio de diseño mixto buscó comprender y explicar las experiencias de las/os docentes al enfrentar la EaD en pandemia, considerando la interseccional…
School-based teacher collaboration in Chile and Portugal
This study extends research on school-based teacher collaboration from single country to comparative settings in Chile and Portugal. Based on interviews with school teachers and principals, the study focused on collaboration engagement and factors conditioning its modalities and depth. Findings indicate that more than country differences and between school differences, collaboration factors and experiences vary according to teacher perception of …
Teacher Informal Collaboration for Professional Improvement
The article presents results of a study on teachers' views, beliefs, and experience on school-based informal collaboration for professional improvement. It explores the relationship of teacher beliefs in the collective efficacy of their colleagues and school's capital and culture with their beliefs and experience in school-based collaborative learning. The key source of evidence used is a survey of 1025 primary and secondary teachers in three geo…
Education for all and attrition/retention of new teachers
Mesa 1
Teacher professional development in Teaching and Teacher Education over ten years
La Profesion Docente
El artículo presenta una revisión de la literatura internacional (estudios analíticos e investigaciones empíricas) sobre la profesión docente, su ejercicio y el modo como los docentes enfrentan los cambios y reformas en los sistemas educacionales.sobre la base de un marco conceptual centrado en la identidad profesional, se analizan posturas sobre profesión, identidad, agencia y autoeficacia de los docentes y el modo como los conocimientos, emocio…
How young teachers experience their professional work in Chile
The Challenges of Education in Brazil
Teacher regulatory forces and accountability policies in Chile
In the last four years teacher performance evaluation in Chile became a major policy issue involving teachers, politicians, the media, school management, and education authorities. The discussion highlighted the unresolved question of how to insure teaching quality and reduce incompetence in classrooms and schools to the benefit of pupil learning and education. At the time of writing this paper, the three main partners involved in the discussions…
School-based teacher development the experience of teacher professional groups in secondary schools in Chile
Education for Global/Regional Competitiveness
Ideology, Policy and Educational Change in Papua New Guinea
Guinea and other official documents, policy principles which underlie the history of educational development and the current educational reform proposals in the country. The focus of the article is on the nature of reform proposals directed towards the improvement of access to and retention of children in the primary (community) schools of the country and toward structural changes in the secondary education system. Prevailing arguments used for a…
The need for educational reform and the role of teacher training
Education for the Poor
This article considers issues which affect the discussions relating to provisions of ‘education for all’ to children in less developed or poor countries. It considers critically, on the basis of socialist theories in the tradition of Gramsci, Freire, Heller and Habermas, the meanings given to education for the poor in these contexts. The article argues for a revised understanding of the concepts of quality and relevance as they are usually formul…
Contexts, training theory, and teaching practice
School effectiveness and provincial high schools in Papua New Guinea
Moving where? Educational issues in latin American contexts
Training for better teaching in the third world
The evaluation of cultural action
Teacher professional development in Teaching and Teacher Education over ten years
Education for all and attrition/retention of new teachers
La Profesion Docente
El artículo presenta una revisión de la literatura internacional (estudios analíticos e investigaciones empíricas) sobre la profesión docente, su ejercicio y el modo como los docentes enfrentan los cambios y reformas en los sistemas educacionales.sobre la base de un marco conceptual centrado en la identidad profesional, se analizan posturas sobre profesión, identidad, agencia y autoeficacia de los docentes y el modo como los conocimientos, emocio…
Teacher Informal Collaboration for Professional Improvement
The article presents results of a study on teachers' views, beliefs, and experience on school-based informal collaboration for professional improvement. It explores the relationship of teacher beliefs in the collective efficacy of their colleagues and school's capital and culture with their beliefs and experience in school-based collaborative learning. The key source of evidence used is a survey of 1025 primary and secondary teachers in three geo…
School-based teacher collaboration in Chile and Portugal
This study extends research on school-based teacher collaboration from single country to comparative settings in Chile and Portugal. Based on interviews with school teachers and principals, the study focused on collaboration engagement and factors conditioning its modalities and depth. Findings indicate that more than country differences and between school differences, collaboration factors and experiences vary according to teacher perception of …
School-based teacher development the experience of teacher professional groups in secondary schools in Chile
The need for educational reform and the role of teacher training
How young teachers experience their professional work in Chile
Education for Global/Regional Competitiveness
Ideology, Policy and Educational Change in Papua New Guinea
Guinea and other official documents, policy principles which underlie the history of educational development and the current educational reform proposals in the country. The focus of the article is on the nature of reform proposals directed towards the improvement of access to and retention of children in the primary (community) schools of the country and toward structural changes in the secondary education system. Prevailing arguments used for a…
Training for better teaching in the third world
The evaluation of cultural action
Education for the Poor
This article considers issues which affect the discussions relating to provisions of ‘education for all’ to children in less developed or poor countries. It considers critically, on the basis of socialist theories in the tradition of Gramsci, Freire, Heller and Habermas, the meanings given to education for the poor in these contexts. The article argues for a revised understanding of the concepts of quality and relevance as they are usually formul…
Contexts, training theory, and teaching practice
Teacher Effectiveness
The usual mode that the developing countries have of informing themselves on what happens educationally in the Third World is to read articles published in American and European journals carried out and/or written most of the time by a developed country author. Quite often the research about the developing countries that gets publicised responds to some accepted 'developed country model', such as the Education Production Function type of study, a…
La Investigación Sobre La Efectividad Del Maestro en Los Paises Del Tercer Mundo
Existe una larga historia a cerca de la investigación sobre la efectividad del maestro muy bien documentada. Aunque esta investigación se ha desarrollado a un nivel cada vez más sofisticado en el mundo norteamericano y europeo, es igualmente cierto que la problemática sobre el maestro: su evaluación, el desempeño de sus funciones, cómo y bajo qué condiciones contribuye al propósito del sistema escolar, es preocupación de aquella parte del mundo q…
Training for better teaching in the third world
The evaluation of cultural action
Moving where? Educational issues in latin American contexts
School effectiveness and provincial high schools in Papua New Guinea
Contexts, training theory, and teaching practice
The need for educational reform and the role of teacher training
Education for the Poor
This article considers issues which affect the discussions relating to provisions of ‘education for all’ to children in less developed or poor countries. It considers critically, on the basis of socialist theories in the tradition of Gramsci, Freire, Heller and Habermas, the meanings given to education for the poor in these contexts. The article argues for a revised understanding of the concepts of quality and relevance as they are usually formul…
Ideology, Policy and Educational Change in Papua New Guinea
Guinea and other official documents, policy principles which underlie the history of educational development and the current educational reform proposals in the country. The focus of the article is on the nature of reform proposals directed towards the improvement of access to and retention of children in the primary (community) schools of the country and toward structural changes in the secondary education system. Prevailing arguments used for a…
Education for Global/Regional Competitiveness
School-based teacher development the experience of teacher professional groups in secondary schools in Chile
Teacher regulatory forces and accountability policies in Chile
In the last four years teacher performance evaluation in Chile became a major policy issue involving teachers, politicians, the media, school management, and education authorities. The discussion highlighted the unresolved question of how to insure teaching quality and reduce incompetence in classrooms and schools to the benefit of pupil learning and education. At the time of writing this paper, the three main partners involved in the discussions…
The Challenges of Education in Brazil
How young teachers experience their professional work in Chile
Teacher professional development in Teaching and Teacher Education over ten years
La Profesion Docente
El artículo presenta una revisión de la literatura internacional (estudios analíticos e investigaciones empíricas) sobre la profesión docente, su ejercicio y el modo como los docentes enfrentan los cambios y reformas en los sistemas educacionales.sobre la base de un marco conceptual centrado en la identidad profesional, se analizan posturas sobre profesión, identidad, agencia y autoeficacia de los docentes y el modo como los conocimientos, emocio…
Mesa 1
Education for all and attrition/retention of new teachers
Teacher Informal Collaboration for Professional Improvement
The article presents results of a study on teachers' views, beliefs, and experience on school-based informal collaboration for professional improvement. It explores the relationship of teacher beliefs in the collective efficacy of their colleagues and school's capital and culture with their beliefs and experience in school-based collaborative learning. The key source of evidence used is a survey of 1025 primary and secondary teachers in three geo…
Upper secondary students’ situational interest in physics learning in Finland and Chile
This study examines how classroom activities, student gender and student personal interest in science studies and careers predict situational interest in physics learning. Teaching modules were designed based on the secondary physics curricula in Finland (Helsinki) and Chile (Santiago and Viña del Mar) emphasising students engagement in scientific practices. The study was implemented in four classrooms in both countries. Data on situational inter…
Patterns of situational engagement and task values in science lessons
Situational engagement is a key element in promoting students’ maintained interest and focused attention in learning. Most research on students engagement has been variable-centered, and only few studies have examined situational patterns of student engagement. The present study used person-oriented approach (e.g., latent profile analysis with Mplus multigroup comparison and 3-step procedure) to examine patterns of students’ situational engagemen…
Momentary task‐values and expectations predict engagement in science among Finnish and Chilean secondary school students
While expectancy‐value‐cost theory predicts that students' task values play an important part in academic engagement, these associations have rarely been tested in science education and are even less studied in authentic classroom situations. The present study examined to what extent momentary task‐values, expectations and costs are associated with students' momentary academic engagement in science classes. Momentary academic engagement was opera…
Experiencias docentes heterogéneas en pandemia Covid-19
La educación a distancia (EaD), implementada por la crisis COVID-19, ha intensificado las condiciones de segregación sufridas por las escuelas públicas en Latinoamérica y en Chile. La experiencia docente en pandemia parece no ser homogénea, pues las desigualdades e identidades la complejizan. Este estudio de diseño mixto buscó comprender y explicar las experiencias de las/os docentes al enfrentar la EaD en pandemia, considerando la interseccional…
School-based teacher collaboration in Chile and Portugal
This study extends research on school-based teacher collaboration from single country to comparative settings in Chile and Portugal. Based on interviews with school teachers and principals, the study focused on collaboration engagement and factors conditioning its modalities and depth. Findings indicate that more than country differences and between school differences, collaboration factors and experiences vary according to teacher perception of …
Political science (15 works) · Sociology (14 works) · Psychology (12 works) · Mathematics education (11 works) · Pedagogy (9 works) · Education and Teacher Training (8 works) · Economics (7 works) · Economic growth (6 works) · Educational Practices and Policies (6 works) · Education in Rural Contexts (5 works)