<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1607-4041</journal-id>
<journal-title><![CDATA[Revista electrónica de investigación educativa]]></journal-title>
<abbrev-journal-title><![CDATA[REDIE]]></abbrev-journal-title>
<issn>1607-4041</issn>
<publisher>
<publisher-name><![CDATA[Universidad Autónoma de Baja California, Instituto de Investigación y Desarrollo Educativo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1607-40412025000100113</article-id>
<article-id pub-id-type="doi">10.24320/redie.2025.27.e13.6049</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Evaluar la colaboración docente: el caso del Sistema Nacional de Reconocimiento Docente en Chile]]></article-title>
<article-title xml:lang="en"><![CDATA[Evaluating Teacher Collaboration: The National Teacher Recognition System in Chile]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Contreras]]></surname>
<given-names><![CDATA[Johana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[San Martin]]></surname>
<given-names><![CDATA[Constanza]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Muñoz Jorquera]]></surname>
<given-names><![CDATA[Solange]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Solar]]></surname>
<given-names><![CDATA[Horacio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontificia Universidad Católica de Chile  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Diego Portales  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>27</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1607-40412025000100113&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1607-40412025000100113&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1607-40412025000100113&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Si bien la colaboración docente ha sido ampliamente estudiada e integrada en las políticas educativas debido a sus beneficios en la enseñanza y el aprendizaje, existe escasa literatura sobre su inclusión en los modelos de evaluación de desempeño docente. Este artículo aborda la evaluación del trabajo colaborativo en la política de desarrollo profesional de Chile. Para ello se realizó un estudio cualitativo, de alcance exploratorio-descriptivo, que contempló un análisis documental de archivos públicos, entrevistas a formuladores de la política y entrevistas a dos grupos de docentes destinatarios de la política. Los resultados revelan la heterogeneidad de concepciones sobre trabajo colaborativo en la política y los docentes; la dificultad de reportar la colaboración en la evaluación; el contraste entre la rigurosidad del proceso de corrección y la desconfianza expresada por los docentes, además de la percepción de falta de retroalimentación; y las tensiones entre los propósitos formativos de la evaluación y sus consecuencias individuales en los docentes. Se discuten los desafíos para la política educativa y la investigación futura que supone la integración de políticas de evaluación docente y promoción del trabajo colaborativo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Although teacher collaboration has been widely studied and integrated into education policy for the benefits it provides for teaching and learning, there is little literature on its inclusion in teacher performance evaluation models. This article explores the evaluation of collaborative work in professional development policy in Chile, through exploratory-descriptive qualitative research based on a document analysis of public archives, interviews with policymakers, and interviews with two groups of teachers targeted by policy. The results show a heterogeneity of conceptions of collaborative work in policy and among teachers, difficulty reporting collaboration in the evaluation, and a contrast between the rigor of the correction process and the distrust voiced by teachers. This is in addition to a perception of a lack of feedback and tensions between the formative purposes of the evaluation and its individual consequences for teachers. We discuss the challenges, for education policy and future research, of integrating policies to evaluate teachers and promote collaborative work.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[colaboración docente]]></kwd>
<kwd lng="es"><![CDATA[evaluación del docente]]></kwd>
<kwd lng="es"><![CDATA[política educacional]]></kwd>
<kwd lng="en"><![CDATA[teacher collaboration]]></kwd>
<kwd lng="en"><![CDATA[teacher evaluation]]></kwd>
<kwd lng="en"><![CDATA[educational policy]]></kwd>
</kwd-group>
</article-meta>
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