Emerging pedagogical best practices derived from collegial work in upper secondary education

Abstract

Objective: The objective of the study was to identify and describe good pedagogical practices associated with collegial work, understood as practices positively valued by teachers, based on the experiences of upper secondary education teachers who participated in the collaborative development of instructional material. Justification: The study was justified by the relevance of collegial work as a strategy aimed at strengthening teaching practice and promoting processes of educational improvement at the upper secondary level. It was grounded in the recognition that teacher collaboration can enhance lesson planning quality, foster the joint development of instructional materials, and contribute to the consolidation of professional learning communities. Methodology: A quantitative approach was employed, with a descriptive scope and a non-experimental cross-sectional design. Data were collected through a self-administered digital questionnaire applied to a non-probabilistic convenience sample of 40 teachers belonging to a public upper secondary education subsystem. The data were analyzed using descriptive statistics. Results: The findings revealed a predominantly positive assessment of collegial work, highlighting high levels of satisfaction with the process, communication, and collaboration among teachers. A favorable perception was also identified regarding the quality, relevance, and usefulness of the instructional material developed, as well as a strong willingness to participate in future collegial processes. Conclusions: It was concluded that collegial work fostered teacher participation, collaborative planning, and the development of shared pedagogical practices, establishing itself as a viable strategy to strengthen teaching practice in upper secondary education.