SUPERVISIÓN EDUCATIVA EN PANAMÁ: UN ESTUDIO COMPARATIVO CON LAS MEJORES PRÁCTICAS EN AMÉRICA LATINA

Erubey Leonel Agudo Arenas

doi:10.48204/societas.v26n1.4726

Submitted January 26, 2024

Published 2024-01-29

Artículos

Vol. 26 No. 1 (2024): Societas

EDUCATIONAL SUPERVISION IN PANAMA : A COMPARATIVE STUDY WITH BEST PRACTICES IN LATIN AMERICA

Erubey Leonel Agudo Arenas ⁺⁻

DOI https://doi.org/10.48204/societas.v26n1.4726

PDF (Español (España))

References

DOI: 10.48204/societas.v26n1.4726

Published: 2024-01-29

How to Cite

Agudo Arenas , E. L. (2024). EDUCATIONAL SUPERVISION IN PANAMA : A COMPARATIVE STUDY WITH BEST PRACTICES IN LATIN AMERICA. Societas, 26(1), 149–156. https://doi.org/10.48204/societas.v26n1.4726

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Abstract

This article offers an in-depth comparative analysis of educational supervision in Panama against successful practices in Latin America, highlighting the practical implications of the findings. While educational supervision stands as a cornerstone in promoting educational quality, its implementation and outcomes can substantially vary among countries. Using a qualitative approach, an exhaustive documentary analysis of educational supervision policies and strategies was conducted in Panama and selected Latin American countries. Despite Panama's progress, the study unveils significant challenges and areas for improvement compared to leading models in the region. These insights serve as a foundation to propose specific reforms and actions in Panamanian educational supervision, aiming for a more efficient and equitable education.

Downloads

Download data is not yet available.

References

Bravo, D., & Paredes, R. (2017). The evolution of educational policies in Chile: 1980-2014. Latin American Research Review, 52(5), 759-774.
Fernandes, R., & Leite, D. (2019). Educational governance in Brazil: Lessons from Pernambuco. International Journal of Educational Development, 67, 56-66.
García-Huidobro, J. E. (2016). Equality of educational opportunities in Chile: A pending task. Education Policy Analysis Archives/Archivos Analíticos de Políticas Educativas, 24.
Glickman, C. D., Gordon, S. P., & Ross-Gordon, J. M. (2014). Supervision and instructional leadership: A developmental approach. Boston, MA: Pearson.
Jaimovich, A. (2018). School supervision in Argentina: Between regulation and support. Revista Española de Educación Comparada, 31, 43-61.
Montaño, L. (2020). Supervisory processes in Uruguayan public education: Aspects of the normative framework and the voices of the supervisors. Revista de Ciencias Sociales, 26(36), 9-25.
Murillo, F. J., & Román, M. (2011). School infrastructure and resources do matter: Analysis of the incidence on students of Latin American schools. International Journal of Educational Development, 31(3), 232-245.
OCDE. (2020). Programme for International Student Assessment (PISA) results from PISA 2018. Paris, France: OECD Publishing.
Pérez, L. (2018). Educational policy in Panama: Between equity and quality. Revista de Educación, 382, 105-130.
Vaillant, D. (2017). School leadership: Current situation, challenges and possible strategies. In Challenges of education in Latin America in the face of the 2030 Agenda. Santiago, Chile: United Nations Educational, Scientific and Cultural Organization (UNESCO) and the Latin American Laboratory for Assessment of the Quality of Education (LLECE).