Estrategias, sesgos y dificultades en un proceso de coaching grupal de líderes escolares
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Palabras clave

Aprendizaje en grupo
grupo de iguales
director de centro
enseñanza individualizada
retroalimentación Group learning
peer group
headteacher
coaching
feedback

Cómo citar

López-Yáñez, J., & Sánchez-Moreno, M. (2022). Estrategias, sesgos y dificultades en un proceso de coaching grupal de líderes escolares. Aula Abierta, 51(2), 143-150. https://doi.org/10.17811/rifie.51.2.2022.143-150

Resumen

Este artículo analiza los procesos de reflexión grupal en un programa formativo para directores/as escolares y, más concretamente, los sesgos y dificultades relacionados con: las condiciones estructurales relativas a la composición y dinámica de los grupos; las dificultades para reunir información relevante; los sesgos en el procesamiento de la información;y los sesgos que impidieron lograr una reflexión profunda. El marco teórico se apoya en la idea de reflexividad y en la literatura que ha analizado los procesos de reflexión grupal, específicamente los relacionados con el análisis de la propia experiencia de los participantes mediante estrategias basadas en el feedback entre pares y el coaching grupal. Los datos, procedentes de una investigación financiada que pilotó el programa formativo, fueron analizados mediante una versión adaptada del instrumento de Schippers et al. (2014).  Se seleccionaron dos grupos de directivos que obtuvieron resultados muy dispares en el logro de los objetivos del programa. El sistema de análisis de la reflexión grupal reveló que la diferencia entre ambos grupos se debía principalmente a su capacidad para superar las dificultades comunicativas mediante estrategias apropiadas. Los resultados también revelaron la utilidad del instrumento de análisis para orientar la formación que requieren los facilitadores de la reflexión grupal.

https://doi.org/10.17811/rifie.51.2.2022.143-150
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