.2008 - Volumen 1, Número 1
 
       
       
   
Full School Day in Chile. Teacher’s feelings about its effect on learning
 
       
   
Sergio Martinic, David Huepe y Ángela Madrid
 
     
    .Abstract  
       
   

A full school day is one of the four axes of the Educational Reform taking place in Chile. It began in 1997 aiming to increase pedagogic times, particularly those of public establishments, so that the quality of learning could be increased. Important findings have been made as to the infrastructure and coverage of enrolment under the new schedule. Regardless, the results obtained on the learning process are far from what was expected. This article presents the problems arising from the effects of a close relationship with a schooling culture and particularly of the representations of teachers about the learning expectations of students and the real internal quality of the establishment. It is proven that the perception of the effect and impact of the Full School Day varies in accordance with the representation of the teachers on the social reality of the child and of the establishment. The teacher’s representation, the more negative, is the social reality of the child and the internal context of the establishment the less impact the full school day will have on the learning process.

 
       
    .Key words  
       
   

Use of school time, learning, social representation, associated factors.

 
       
    .Full Text  
       
    Full Text HTML  
    Full Text PDF a  
       
    .Reference  
       
   

Martinic, S., Huepe, D. y Madrid, A. (2008). Jornada Escolar Completa en Chile. Evaluación de Efectos y Conflictos en la Cultura Escolar. Revista Iberoamericana de Evaluación Educativa, 1 (1), pp. 124-139.
http://www.rinace.net/riee/numeros/vol1-num1/art9.pdf. Cited (Date).