Communities that Innovate through Collaboration

Teachers’ Perceptions of Competencies and Conditions for Implementing Project-Based Learning in a Municipal School in Vitacura

Abstract

Educational institutions in Chile face significant challenges in responding to the demands of the 21st century, particularly with regard to pedagogical innovation. This study explored the perceptions of teachers at the school concerning the competencies that support the implementation of innovative methodologies, such as Project-Based Learning (PBL), within a collaborative teaching context. Employing a qualitative, phenomenological research design, data were collected through semi-structured interviews and focus groups with the school’s faculty. The findings indicate that, while there is a general willingness to engage in collaborative practices, structural and cultural barriers persist, hindering the effective adoption of pedagogical innovations like PBL. Key competencies—such as effective communication, creative thinking, and openness to change—were identified as crucial for fostering a collaborative culture of innovation. Based on these insights, the study proposes a theoretical model aimed at promoting the development of collaborative cultures for educational innovation.