Collaborative professional learning in teachers from China and Chile

Different practices of the so-called collaborative professional learning (APC) have been implemented in various educational systems, which has generated a significant improvement in teaching performance and an enrichment of student learning. However, research around this methodology must continue to explore new ways of learning among peers. Thus, the objective of this article is to explain, compare and evaluate the APC modalities put into practice in the educational systems of two countries that are world and regional leaders: China and Chile, respectively. For this, the methods of comparative education, documentary research and interpretive hermeneutics are used. Both educational systems and the implementation of the APC forms they have carried out are analyzed. These modalities are contrasted and evaluated taking sociocultural particularities as context. It is concluded that the various APC practices in China and Chile constitute important lessons to take advantage of and implement in relation to three aspects: collaborative culture, investigative culture and organizational culture.