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Teaching in the pandemic:
reconceptualizing Chilean
educators’professionalism now
and for the future
Alvaro Gonz
alez
Universidad Cat
olica Silva Henr
ıquez, Santiago, Chile
Mar
ıa Beatriz Fern
andez and Mauricio Pino-Yancovic
Institute of Education and Center for Advanced Research in Education,
Universidad de Chile, Santiago, Chile, and
Romina Madrid
Centro L
ıderes Educativos, Pontificia Universidad Cat
olica de Valpara
ıso,
Valpara
ıso, Chile
Abstract
Purpose –This essay explores the effects of school buildings closure during the coronavirus disease 2019
(COVID-19) pandemic on Chilean teachers’and principals’professional role and values, highlighting
implications for reconceptualizing educators’professionalism for the post-pandemic era.
Design/methodology/approach –Competing versions of Chilean educators’professionalism during the
pandemic were analyzed based on government guidelines, national teachers’association statements, news
reports and testimonies from teachers and principals collected from webinars.
Findings –The guidelines that the ministry issued after school building were required to close motivated
educators to challenge a version of professionalism founded on new public management (NPM) policies, which
mandated external control and emphasized students’academic outcomes. By challenging the dominant NPM
perspective of professionalism, educators advocated for professional autonomy as well as students’and
communities’well-being.
Originality/value –This essay offers insights into how the Chilean school system’s response to the crisis
evidenced competing notions of educators’professionalism. As the pandemic continues to be an ongoing
phenomenon, four implications for reconceptualizing educators’professionalism are drawn, which could
inform and offer guidance to practitioners and policymakers in the post-pandemic era.
Keywords Professionalism, Teachers, Principals, New public management, Autonomy, Well-being
Paper type Research Paper
The rapid spread of the novel coronavirus disease 2019 (COVID-19) prompted a pandemic
causing great health concerns and disrupting people’s lives globally. Chilean teachers and
principals are challenged to continue supporting their students’learning at a distance, while
also being confined in their homes. Teachers have had to quickly adapt to remote instruction
and maintain contact with their students and families through online platforms, phone calls or
periodic visits to students living in high poverty areas with poor or no connectivity. Meanwhile,
principals have had to develop strategies for supporting teachers and their communities, while
also responding to the demands from the Ministry of Education to continue with the
educational process as usual. Such an extremely challenging scenario is having an impact on
educators’professionalism in terms of the role and values that distinguish the teaching
Teaching in the
pandemic
265
The authors wish to acknowledge the insightful comments and suggestions from the anonymous
reviewer(s) that helped strengthen this manuscript. Also, support from ANID/PIA Basal Funds for
Centers of Excellence FB0003 is gratefully acknowledged.
The current issue and full text archive of this journal is available on Emerald Insight at:
https://www.emerald.com/insight/2056-9548.htm
Received 16 June 2020
Revised 10 July 2020
28 July 2020
6 August 2020
Accepted 8 August 2020
Journal of Professional Capital and
Community
Vol. 5 No. 3/4, 2020
pp. 265-272
© Emerald Publishing Limited
2056-9548
DOI 10.1108/JPCC-06-2020-0043
profession. The school system’s response to the crisis, as wellas the health and social effects of
the pandemic, evidences an attempt to reconceptualize educators’professionalism in terms of
possibly transforming or reinventing the teaching profession for the future.
In this essay, we analyze how the crisis created an opportunity to reconceptualize Chilean
educators’professionalism. We examined government guidelines, national teachers’
association statements, news reports and testimonies from teachers and principals
collected from webinars. Moreover, we explore the extent to which forced school building
closures and the move to remote instruction evidenced a divide between the notion of
professionalism embedded in the initiatives fostered by the Ministry of Education and
educators’views about their professional role and values during the crisis.
Professionalism before the pandemic: external control over educators’work and
emphasis on academic outcomes
In the 1970 and 1980s, the civic-military dictatorship that controlled Chile introduced
neoliberal educational policies, reshaping the school system and the teaching profession
through decentralization, marketization and privatization (Bellei and Vanni, 2015). The
Chilean Government transferred school administration from the state to municipal
governments, introduced a voucher-based funding formula relying on students’monthly
average attendance and private providers were allowed to run schools with government
funding. Meanwhile, teachers lost their status as public servants and their salaries were
frozen, diminishing their professional reputation (N
u~
nez et al., 2011).
In the 1990s, after the end of the dictatorship, several democratic governments introduced
educational reforms seeking to improve teachers’work conditions, increase education quality
and reduce inequity. New public management (NPM) policies were enacted that linked schools’
and educators’performance to rewards and sanctions as well as economic incentives within a
high-stakes accountability system (Fern
andez and Madrid, 2020). For instance, since 1996, the
National Systemof Performance Evaluation (SNED) has linked principals’and teachers’bonuses
to their schools’performance, which their students’average test scores and year-on-year gains
on standardized tests determine (Carnoy et al.,2007). Later, in 2008, the Preferential School
Subsidy Law extended SNED’s rationale and associated additional funding for schools to the
performance of their most disadvantaged students in standardized tests (Contreras et al.,2012).
NPM policies have had a particular impact on educators’professionalism. In 2016, the
Teacher Professional Development System policy modified the national teacher evaluation
system implemented since 2004, introducing merit pay for all teachers in public and private-
subsidized schools. Mandatory content tests for teachers were added to previous evaluation
tools (portfolio, principal’s report and classroom video evaluation)and their results determined
their progression through five career stages, each associated with salary increases (Fern
andez
and Madrid, 2020). Similarly, in 2011, the Education Quality and Equity law introduced salary
bonuses for principals who entered into a performance agreement with municipal
administrators. Yearly efficacy indicators such as students’test scores, enrollment and
attendance goals comprise these agreements (Montecinos et al., 2015). NPM policies have
required external control and surveillance over teachers’and principals’work, promising them
improved professional status, higher salaries and more autonomy and flexibility to those who
demonstrate students’outstanding academic outcomes measured by standardized tests.
Despite two decades of policies promising to improve educational quality and equity,
national and international standardized tests have repeatedly shown evidence of a persistent
opportunity gap between students from varying socioeconomic backgrounds within the
Chilean school system (Valenzuela et al., 2013,2015). In response, students, parents and
teachers have formed diverse social movements and demanded structural changes in the
educational system to address this issue, acknowledging larger political, economic and
societal factors (Cabalin, 2012). Ironically, the National System of Quality Assurance of
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Education that was created in response to the demands of these movements not only
strengthened previous NPM policies but also increased the pressure on educators to perform
according to externally defined standards. Similarly, the demands to de-emphasize students’
academic outcomes on standardized tests as a measure of education quality resulted in a set
of social and personal development indicators being introduced, which are currently used to
externally evaluate schools’performance (Agencia de la Calidad de la Educaci
on, 2020).
Although these indicators acknowledge important aspects of students’well-being, their
measurement maintains an emphasis on external control and surveillance over schools and
educators, disproportionately valuing and relying on quantitative data.
Professionalism during the pandemic: the crisis as an opportunity for
reconceptualization
On March 3rd, the Ministry of Health reported the first person who tested positive with
COVID-19. The rapid increase in cases led the Chilean Government to issue a nation-wide
night curfew, restrictions for nonessential businesses and workers, sanitary controls in
highways and quarantine for municipalities with high contagion rates. By June, quarantine
was issued for 50 municipalities, 43 of those were in the metropolitan region, which is home to
about 40% of the country’s population. In response to the pandemic, educational authorities
have emphasized the need to continue teaching and learning. The Ministry of Education has
insisted schools to be prepared to reopen and recover as many face-to-face hours as possible
(Ram
ırez, 2020) and issued guidelines which describe a two-stage pandemic response and
recovery process.
First, the decision to close all school buildings in the country and move from face to face
to remote instruction was announced in March 16th, providing an online platform with
curriculum materials to support learning with the expectation to reopen school buildings at
the end of April (MINEDUC, 2020). Principals and teachers had to quickly adapt to the
announcement in a context where most schools were not prepared for online interaction and
most families did not have adequate Internet access. In April, a survey published by the
Ministry of Education indicated that 71% of schools were providing printed material to
their students and only 54% were using the ministry’s platform (Radovic, 2020). Similarly, a
survey published by a nongovernmental organization (NGO) reported that 50% of school
students had occasional or no access to the Internet at home and 63% reported lack of
contact with their teachers (Educaci
on, 2020). These numbers echoed principals’and
teachers’testimonies in webinars describing the struggle of educators and families
attempting to continue with the educational process from home while dealing with the
health and social effects of the pandemic. Theyreportedspendinglonghoursworkingon
adapting their activities to an online format, providing printed resources for families
without access to the Internet and offering feedback to parents and students. Educators
demanded flexibility to adapt their academic plan and make autonomous decisions about
the best strategy to support their communities (Liderazgo Escolar UDP, 2020;Lideres
Educativos, 2020;UAHC, 2020).
Second, at the end of April, the Ministry of Education declared a two-week winter break
after four weeks of remote instruction and announced face-to-face classes would be postponed
indefinitely and until conditions improved (Meza, 2020). To complement its online platform,
the ministry made a partnership with TV stations to provide educational shows for all
students and delivered printed materials to schools and families in isolated locations (Collins,
2020). In a survey conducted by an NGO in May, teachers reported pressure to maintain the
evaluation schedules and syllabi elaborated before moving to remote learning and indicated
that prioritizing students’well-being was more important than covering the national
curriculum and evaluating students’progress during the pandemic (Elige Educar, 2020).
Teaching in the
pandemic
267
Similarly, Mario Aguilar, President of the Colegio de Profesores, the national teachers’
association, declared that
This so-called new normal is trying to force a return, but health is at stake. Parents have already said
it, they prefer that their children lose the year before risking their health [...] We said we were not
going back [to school buildings]. We have the support of city Mayors, parents and guardians
(Campos and Medrano, 2020).
Meanwhile, the ministry fast-tracked a prioritization of national curriculum learning objectives,
instructed teachers and principals to focus on preparing a gradual return to face-to-face
activities and announced that the national teacher evaluation and the students’standardized
test would be applied despite the emergency context, the latter only with a diagnostic purpose
(Soto, 2020). This announcement ignored the recommendations from a diverse group of
academics of suspending standardized national evaluations in 2020 due to their impact on
teachers’and students’well-being and its incapacity to offer timely information for pedagogical
decisions (Claro and Mizala, 2020). However, the ministry insisted that these evaluations would
provide necessary data for educators to make informed decisions when schools resumed face-
to-face activities. In June, the tone did not change significantly as the minister insisted on the
importanceof preparing for a safe return to school buildings (Said, 2020). Finally, after pressure
from educators, academics and members of congress, the Ministry of Education announced the
suspensionof the Sistema de Medici
on de la Calidad de la Educaci
on (SIMCE), being replaced by
a sample and voluntary evaluation to assess learning and socioemotional conditions of students
when they return to school buildings (CNN Chile, 2020).
The Chilean school system’s response to the pandemic illustrates a divide between the notion
of professionalism embedded in the initiatives fostered by the Ministry of Education in their effort
to continue the educational process as usual and the educators’views about their professional role
during the crisis. The different perspectives demonstrate competing notions of educators’
professionalism, which seem to clash in the current context. From the tension between these
notions of professionalism, we see an emerging demand for increased professional autonomy of
educatorsaswellasanemphasisonstudents’and communities’well-being.
The crisis has shown us that educators need and have demanded increased professional
autonomy to make curricular and pedagogical decisions they determine are best for students’
learning. NPM policies in place before the pandemic as well as the prescribed national
curriculum and evaluation framework restricted teachers’decisions. However,
troubleshooting the heterogeneity of students’access to the Internet or other home
conditions creating obstacles for learning have required more room for teachers’professional
judgment. Teachers need this increased professional autonomy to determine essential
content for their students during remote learning, according to their individual
circumstances, before the ministry’s prioritization of learning objectives (Liderazgo
Escolar UDP, 2020;Lideres Educativos, 2020;UAHC, 2020). In a public statement, the
national teachers’association illustrates this point:
In this context, the need arises to elaborate a proposal, together with teachers (from a perspective of
collaborative professional autonomy), that goes beyond the simple prioritization or “cutting”of
Learning Objectives, and take this crisis as an opportunity to move towards a change effort in the
approach of curriculum development [...] it is essential to focus the learning in context, approaching
the subjects in an integrated way and situating the disciplinary knowledge and skills according to
the elements of the reality of students, their families and territories, as sources for understanding the
world in which they live in and for their comprehensive ethical and socio-emotional development
(Colegio de Profesores, 2020, p. 5).
Similarly, principals faced challenges requiring increased professional autonomy as they
needed to develop strategies ensuring the educational process continued at distance and
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complied with national and local regulations. In some instances, this has meant innovating
and adapting their strategies to the local context’s changing needs and opportunities.
Principals often gave teachers authority to decide how best to communicate with their
students and prioritize developing social and emotional skills to face the current situation,
along with decision-making over curricular content. In a recent webinar series (Liderazgo
Escolar UDP, 2020), a municipal school principal described how they developed a
collaborative strategy with teachers to comply with the ministry’s demands. They used
data about students’learning before moving to remote instruction as well as data collected
from families about Internet access and home conditions, which informed teachers’
professional judgment regarding appropriate strategies for academic and nonacademic
support to different groups of students.
Along with the demands for increased professional autonomy, educators have been
extremely vocal about the negative effect of the crisis on the well-being of their students,
families and themselves. Because the Ministry of Education has made saving the school year
and maintaining the student’s national standardized evaluations imperative, the pressure on
schools to attain academic outcomes has continued. In response, the national teachers’
association declared people’s well-being as their priority during the pandemic, “from a
comprehensive perspective, and that certainly includes attention to people’s mental health
and socio-emotional balance. We understand that this should also be the priority of the
authorities”(Colegio de Profesores, 2020, p. 2). Similarly, in a webinar on remote instruction
(UAHC, 2020), educators from three schools discussed the design and implementation of
learning experiences centering the well-being of their students as an integral part of the
educational process. For instance, one school described the use of project-based learning to
integrate different learning as well as social development objectives from the curriculum.
Other schools introduced a strategy where students choose a book or story and had regular
communication with teachers to discuss not only their progress but also their feelings in
relation to their reading. Also, formal and informal school networks have been developed to
share and analyze strategies among different schools to support students’well-being
(CIAE, 2020).
Meanwhile, principals’roles have become more complex, from managing the teaching and
learning process to offering emotional support to teachers who became exhausted and
frustrated working from home and faced constantly changing scenarios for the return to in-
person education. In addition, principals have expressed concerns for the impact on families
of school building closures, especially those parents who have had to continue working
throughout the pandemic or rely on school meals to feed their children. To care for those
families, educators have agreed to maintain ethical shifts to care for some children or deliver
food packages and in some cases have made home visits to check on them.
The analysis of teachers’and principals’response to educational authorities’demands
suggest that the well-being of students and their families is as important as continuing
with the process of teaching and testing student retention of mandated content during the
pandemic. Similarly, educators reclaiming increased professional autonomy became an
essential condition to translate this conviction into their work. As some of the examples
above have shown (CIAE, 2020;Liderazgo Escolar UDP, 2020;Lideres Educativos, 2020;
UAHC, 2020), this involves professional responsibility in making decisions based on
educators’professional judgment to better serve the needs of their students. It also
involves collaboration within and between schools to find solutions to shared problems
arising from the crisis. However, these demands have not yet translated into systemic
changes to educators’professionalism as this has become a contested issue to the extent
that the Ministry of Education continues to exercise control over educators’work and
emphasizing academic outcomes, despite the educational, health and social effects of the
pandemic.
Teaching in the
pandemic
269
Professionalism after the pandemic: what next?
The unprecedented pandemic experience demonstrates that teachers’and principals’
professional role and values in Chile are very much a contested arena. It invites us to take this
crisis as an opportunity to reconceptualize educators’professionalism as defined before the
pandemic. On the one hand, the crisis has catalyzed historical demands to transform the
teaching profession as the response of the educational authorities has shown how NPM
underlies the educational policy decisions that govern the system. On the other hand,
educators’responses have centered the well-being of students, families and teachers,
prioritizing emotional and material needs over mandated curriculum and standardized
testing during the crisis. Educators have also fought for professional and institutional
autonomy to define the best strategies to continue and adapt educational processes in
unpredictable future conditions that will make them better prepared to ensure the well-being
of everyone involved.
The experience in Chile, as in other school systems around the world, shows that the
decision to transfer school work to homes through remote and online teaching strategies
revealed the precarity of many families’lives, not only concerning connectivity problems but
also due to their social and economic vulnerability. Likewise, teachers and school leaders
found themselves in complex situations trying to maintain contact with their students during
the closing of school buildings, while also accompanying the educational process of their own
children and/or dealing with precarious conditions similar to those of their students.
Furthermore, the educational authorities’insistence to return to normal, pushing the system
to continue with business as usual, only revealed the irrationality of what normal has come to
mean in our education systems. The emphasis on students’academic achievement on
standardized tests, the disproportionate value of and reliance on quantitative effectiveness
indicators and the permanent performance monitoring and control of teachers and principals
work have finally sparked a necessary conversation about educators’professionalism.
Reflecting on the experience of the pandemic, we draw important implications for
reconceptualizing educators’professionalism in Chile that could inform and offer guidance to
policymakers and practitioners post pandemic. First, the inevitable return to school buildings
requires that we ensure the health of school communities as we face the possibility of new
COVID-19 outbreaks and the emotional well-being of educators, students and other
community members. Second, after this complex and sometimes traumatic experience, all
decisions regarding the future of the school will require that educators have sufficient
professional and institutional autonomy to reframe their professional role and values in
accordance with local community needs. Third, we need to sustain the professionalism that
arose out of urgency and necessity with a vision that emphasizes professional responsibility
and collaboration among educators and between their communities. And fourth, as the
immediate responses to the crisis from the Ministry of Education are phased out, such as the
closure of school buildings, it is imperative to reconceptualize the vision of teaching, learning
and leadership that allow us to remain adaptive to the challenges of the post-pandemic era.
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Corresponding author
Alvaro Gonz
alez can be contacted at: agonzalezt@ucsh.cl
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