Reimagining professional development for school leaders in Brazil, Chile, and Colombia: an examination of current approaches and future directions

Citation

Madrid Miranda R, Aravena F, Cristina Prado de Oliveira A & Pineda-Báez C (2024) Reimagining professional development for school leaders in Brazil, Chile, and Colombia: an examination of current approaches and future directions. Professional Development in Education. https://doi.org/10.1080/19415257.2024.2431704

Abstract
This study examines current approaches to professional development (PD) for school leaders in Brazil, Chile, and Colombia. While PD programs indicate significant progress, school leadership remains in an early stage of development. The findings highlight the need for national policy commitments to ensure long-term sustainability. The challenge is not only in offering accessible programs for new principals but also in ensuring quality and promoting continuous professionalisation. The analysis underscores the need for individual-centered PD approaches that prioritise the personal growth of school leaders, recognising the multifaceted dimensions of their roles. Additionally, it emphasises the importance of embedding professional development within a learning system that fosters partnerships between academia, government, and wider society. Addressing the need for a more context-sensitive approach to professional preparation, the study also highlights the political dimension of school leadership, advocating for programs that equip leaders with the political awareness necessary to navigate complex policy contexts effectively. Recognising the influence of the Global North, this study advocates for reimagining PD approaches to integrate and prioritise contextualised practices and knowledge, considering the diverse realities and challenges faced by educators in the region.

Keywords
Professional learning; professional development; school leaders; leadership; Latin America

Journal
Professional Development in Education