Resistencia docente al cambio: Caracterización y estrategias para un problema no resuelto ; Teachers resistance to change: Features and strategies for an unsolved issue.

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Autor/Urheber	Córica, José Luis
Institution	AIESAD (Asociación Iberoamericana de Educação Superior a Distância) - Madrid (España)
Titel	Resistencia docente al cambio: Caracterización y estrategias para un problema no resuelto ; Teachers resistance to change: Features and strategies for an unsolved issue.
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Sprache	spanisch
Dokumenttyp	online; Zeitschriftenaufsatz
DOI	10.5944/ried.23.2.26578
Schlagwörter	resistencia al cambio; gestión del centro de enseñanza; política de la educación; planificación educativa; resistance to change; school management; educational policy; educational planning
Abstract	La resistencia al cambio entendida como un comportamiento observable en respuesta al desagrado o desafío que sienten los docentes como consecuencia de la introducción de nuevas ideas, métodos o dispositivos es una constante inevitable en las organizaciones educativas. Los sistemas educativos como organizaciones dinámicas cuya misión es ofrecer respuesta a las necesidades de formación de la población han de asumir que el cambio es inevitable y, por lo tanto, lo es también la resistencia al mismo. Se requiere, por tanto, de un estudio que permita encontrar estrategias y vías de incentivo por parte de los gestores institucionales toda vez que los cambios exitosos solo son posibles cuando se ha gestionado correctamente la resistencia al mismo. El objetivo de este trabajo es realizar un estudio bibliográfico transversal que caracterice la resistencia docente al cambio, sus factores asociados, las tipologías y perfiles comunes y las estrategias posibles para enfrentarla. El resultado es un relevamiento de las distintas concepciones internacionales, los factores, las actitudes y las estrategias sugeridas por la comunidad científica. Es una problemática de larga data, irresuelta y transversal a los países, existiendo un vacío bibliográfico respecto a casos de éxito. Los resultados obtenidos permiten la formulación del marco teórico de acciones de políticas y planes estratégicos que, al contemplar la resistencia docente al cambio, mejoren las posibilidades de permeabilidad de las políticas educativas. ; Resistance to change, understood as observable behaviour in response to the displeasure or challenge teachers feel as a consequence of the introduction of new ideas, methods or devices, is a constant in educational organizations. Educational systems, as dynamic organizations willing to respond to the training needs of the population, must assume that change is inevitable and so is resistance to it. Therefore, a study is required to find out strategies and incentives for institutional managers to deal with resistance, since successful changes are only possible when resistance has been properly managed. The main goal is to develop a bibliographic study that characterizes the teaching resistance to change, its associated factors, the typologies and common profiles and the possible strategies to deal with. The result is a review of the different international conceptions, factors, attitudes and strategies suggested by the scientific community. The problem is identified as long-standing, unresolved and transversal to the countries, with a bibliographic gap regarding success stories. These results will allow the formulation of theoretical framework for educational policies and strategic plans that, when contemplating the teaching resistance to change, would improve the chances of success.
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