Open AccessTransforming an Educational Community in Guatemala Using the Plan Do Study Act Cycle
Author(s) -
Mayra C. Daniel,
Teresa A. Wasonga,
Ximena Burgin
Publication year - 2021
Publication title -
gist : education and learning research journal/gist education and learning research journal
Language(s) - English
Resource type - Journals
eISSN - 2248-8391
pISSN - 1692-5777
DOI - 10.26817/16925777.1053
Subject(s) - literacy , accountability , socioeconomic status , plan (archaeology) , democracy , pedagogy , pdca , professional development , active listening , political science , psychology , sociology , geography , politics , engineering , population , management system , operations management , demography , archaeology , law , quality management , communication
This case study with educators from a school in an urban low socioeconomic neighborhood near Guatemala City, Guatemala, explored the effectiveness of the Plan, Do, Study, Act cycle (PDSA) to guide teachers’ professional development at a Pre-K-K public school (Langley, 2009). This three-year study focused on developing teacher leaders and researchers through self-reflective accountability. Findings documented institutional problems requiring immediate and long-term attention and ways to involve families in extending literacy instruction at school to the home front. Study results highlight the need for effective and empowering literacy methods to be used in Guatemala and suggest the country’s teachers wish to support students’ critical thinking and create democratic classrooms.