Resistencia docente al cambio: Caracterización y estrategias para un problema no resuelto
DOI:
https://doi.org/10.5944/ried.23.2.26578Palavras-chave:
resistencia al cambio, gestión del centro de enseñanza, política de la educación, planificación educativaResumo
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.
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