Pedro Pineda

Dr. Pedro Pineda

Abteilung Governance in Hochschule und Wissenschaft
wissenschaftlicher Mitarbeiter
  • 0511 450670-310
  • 0511 450670-960
Pedro Pineda (Dr. Phil., Humboldt-Universität zu Berlin) fokussiert in seiner Forschung auf die Bereiche Vergleichende Hochschulforschung, Vergleichende Erziehungswissenschaft und Bildungssoziologie. Er interessiert sich für die Entwicklung von Theorien und Methoden, die den Einfluss der Globalisierung auf Politik, Organisationsstrukturen und Praktiken in Schulen und Universitäten analysieren, mit Schwerpunkt auf vergleichende Studien in Lateinamerika, Deutschland und den USA. Zu seinen aktuellen Interessen gehören Themen wie Isomorphismus bei Curriculum-Reformen (Friedenspädagogik und Online-Lernen), die Verbreitung von Lehrveranstaltungsevaluationen, Forschungskooperationen der Universitäten und die Institutionalisierung von Diversity Management.
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Publikationen

Liste der Publikationen

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Prevenir el alcoholismo desde los colegios: Componentes y evidencia de programas de prevención/School-based prevention of alcoholism: Components and evidence of effective programs.

Pineda, P., Celis, J., & Rangel, L. (2020).
Prevenir el alcoholismo desde los colegios: Componentes y evidencia de programas de prevención/School-based prevention of alcoholism: Components and evidence of effective programs. Revista Latinoamericana de Estudios Educativos, 16(1), 138-162. https://doi.org/10.17151/rlee.2020.16.1.7
Abstract

Policy instruments such as the National Policy for Reducing Substance Use (Ministerio de Protección Social, 2007) and the National Law on School Coexistence (CRC, 2013) follow a preventive approach to address the problem of alcoholism. However, neither national public bodies nor schools often have access to information on prevention programs based on scientific evidence. In this article, the international literature on alcohol abuse prevention programs in the school setting is reviewed. It was found that the most robust programs are characterized by (1) differentiating between abuse and use, (2) addressing the problem of addiction to different psychoactive substances, (3) relating alcohol to overall social-emotional problems.

Loose Coupling in Curriculum Reforms: Rural Teachers' Perceptions of Peace Education in Post-Conflict Colombia.

Pineda, P., & Meier, M. (2020).
Loose Coupling in Curriculum Reforms: Rural Teachers' Perceptions of Peace Education in Post-Conflict Colombia. Peace and Conflict Studies, 47 (1), Article 3.
Abstract

Previous research has shown how peace education (PE) mutates according to socio-political and curricular/didactic traditions, but we still need to know how PE disseminates at the school level. We surveyed teachers from 12 rural schools of the violent Amazon region of Colombia where a national Law made PE mandatory in schools and universities. Teachers working on schools affected by the armed conflict have high expectations about PE. Teachers also have opposing views about the history of PE. We could not find a systematic pattern of responses about the pedagogical principles or theoretical sources of inspiration of PE. We discuss the differences between present PE reforms and the previous tradition related to classical Education.

Emerging decolonized scientific collaboration: The Max Planck Institute and the Leibniz Association in Latin America.

Pineda, P., Gregorutti, G., & Streitwieser, B. (2019).
Emerging decolonized scientific collaboration: The Max Planck Institute and the Leibniz Association in Latin America. Journal of Studies in International Education, 24(1) (online first). https://doi.org/10.1177/1028315319888891

The worldwide spread of peace education: discursive patterns in academic publications.

Pineda, P., Celis, J. E., & Rangel, L. (2019).
The worldwide spread of peace education: discursive patterns in academic publications. Globalisation, Societies and Education, 17(5), 638-657. http://dx.doi.org/10.1080/14767724.2019.1665988

Changing analytical levels and methods of research on leadership of university presidents.

Badillo, R., Krücken, G., & Pineda, P. (2019).
Changing analytical levels and methods of research on leadership of university presidents. Studies in Higher Education. https://doi.org/10.1080/03075079.2019.1647417

On Interculturality and decoloniality: Sabedores and government protection of indigenous knowledge in Bacatá Schools.

Pineda, P., & Celis, J. E. (2019).
On Interculturality and decoloniality: Sabedores and government protection of indigenous knowledge in Bacatá Schools. Compare, 49. http://dx.doi.org/10.1080/03057925.2019.1585758

The maelstrom of online programs in Colombian teacher education. (114).

Pineda, P., & Celis, J. E. (2018).
The maelstrom of online programs in Colombian teacher education. (114). Education Policy Analysis Archives 26(114), online first. http://dx.doi.org/10.14507/epaa.26.3873

Research partnerships over neocolonialism: Max Planck Society’s policy in Latin America.

Pineda, P., & Streitwieser, B. (2018).
Research partnerships over neocolonialism: Max Planck Society’s policy in Latin America. In G. Gregorutti & N. Svenson (Hrsg.), Innovative North-South University Research Partnerships in Latin America (S. 259-278). New York: Palgrave Macmillan. https://doi.org/10.1007/978-3-319-75364-5
ISBN 978-3-319-75363-8

Technical education in Colombia between massification and legitimacy: A neo-Institutional perspective.

Pineda, P., & Celis, J. E. (2018).
Technical education in Colombia between massification and legitimacy: A neo-Institutional perspective. In R. Raby & E. Valeau (Hrsg.), International Handbook on Comparative Studies on Community Colleges and Global Counterparts (S. 331-351). Berlin: Springer. https://doi.org/10.1007/978-3-319-50911-2_34
ISBN 978-3-319-50910

Towards the entrepreneurial university? Market-based reforms and institutional isomorphism in Colombia.

Pineda, P., & Celis, J. E. (2017).
Towards the entrepreneurial university? Market-based reforms and institutional isomorphism in Colombia. Education Policy Analysis Archives, 25(71), 1-30. http://dx.doi.org/10.14507/epaa.25.2837

El Aprendizaje y la Evaluación en la Universidad [Learning and Evaluation at the University].

Pineda, P. (2016).
El Aprendizaje y la Evaluación en la Universidad [Learning and Evaluation at the University]. Bogotá: Pontificia Universidad Javeriana.

University research in Chile and Colombia: assessing the impact of science and higher education policy.

Pineda, P. (2016).
University research in Chile and Colombia: assessing the impact of science and higher education policy. In J. Delgado & G. Gregorutti (Hrsg.), Private Universities in Latin America: Research and Innovation in the Knowledge Economy (S. 79-106). New York: Palgrave Macmillan. https://doi.org/10.1057/9781137479389_5
ISBN 9781137479372

The Research Entrepreneurial University in Latin America: Global and Local Models in Chile and Colombia 1950-2015.

Pineda, P. (2015).
The Research Entrepreneurial University in Latin America: Global and Local Models in Chile and Colombia 1950-2015. New York: Palgrave Macmillan.
ISBN 9781137540270

Formación Posgradual Docente y Política Educativa Distrital en Bogotá 2007-2014 [Postgraduate Teacher Education and Bogota District´s Educational Policy 2007-2014].

Pineda, P., Sepúlveda, M., Ardila, J., & Morales, M. (2015).
Formación Posgradual Docente y Política Educativa Distrital en Bogotá 2007-2014 [Postgraduate Teacher Education and Bogota District´s Educational Policy 2007-2014]. Bogotá: Secretaría de Educación.
Vorträge & Tagungen

Liste der Vorträge & Tagungen

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School Choice, Institutional Environments and the Precarisation of Teachers’ Working Conditions in Not-For-Profit Charter Schools.

Pineda , P., & Salazar, D. (2020, November).
School Choice, Institutional Environments and the Precarisation of Teachers’ Working Conditions in Not-For-Profit Charter Schools. Paperpräsentation auf dem Workshop "The Perils of Policymaking in Latin America"; Hertie School of Governance Berlin [online].
Abstract

By employing a semi-experimental approach involving Propensity Score Matching (PSM) and Difference-in-Differences (DID), we find that in the close vicinity (postcode area) where charter schools are established, they more than double teachers’ workload for a comparatively small increase in salaries. We interpret these results in light of the neo-institutional approach to promoting school choice with the main argument being the benefits of competition. We argue that school choice advocates in Colombia have decoupled the presumed benefits of charter schools’ competition from their actual negative effects for teachers. Overall, we contend that the introduction of charter schools in Colombia (Bogota) has led to a general precarisation.

School Choice, Institutional Environments and the Precarisation of Teachers’ Working Conditions in Not-For-Profit Charter Schools.

Pineda, P., & Salazar, D. (2020, Oktober).
School Choice, Institutional Environments and the Precarisation of Teachers’ Working Conditions in Not-For-Profit Charter Schools. Paperpräsentation auf dem Workshop "Causality in the Social Sciences II"; DZHW; Hannover [online].
Abstract

By employing a semi-experimental approach involving Propensity Score Matching (PSM) and Difference-in-Differences (DID), we find that in the close vicinity (postcode area) where charter schools are established, they more than double teachers’ workload for a comparatively small increase in salaries. We interpret these results in light of the neo-institutional approach to promoting school choice with the main argument being the benefits of competition. We argue that school choice advocates in Colombia have decoupled the presumed benefits of charter schools’ competition from their actual negative effects for teachers. Overall, we contend that the introduction of charter schools in Colombia (Bogota) has led to a general precarisation.

Standardizing Teaching: Importing Student Evaluation of Teaching, Quality Assurance Offices and Teaching and Learning Centers.

Pineda , P. (2020, Juli).
Standardizing Teaching: Importing Student Evaluation of Teaching, Quality Assurance Offices and Teaching and Learning Centers. Paperpräsentation im Rahmen des EGOS Colloquium, Hamburg (online).
Abstract

This paper aims to contribute to the panel on universities through discussing student evaluation of teaching (SET) as an example of the increasing “managerialization of universities” with respect to teaching. I deviate from the functionalist imaginary and borrow ideas from world society theory to understand SET as a practice that diffuses globally because it gains social legitimacy and not necessarily because of its proven effectiveness. I observe that STE diffuses globally. The embeddedness of a procedure in universities occurs parallel to university bodies in charge of implementing it such as quality assurance offices and teaching and learning centers

From Academic Oligarchy to "Taxi Professors": Academic Employment in Chile, Colombia, Germany, and the United States.

Pineda , P., Delgado, J. E., & Alarcón, M. (2020, Juni).
From Academic Oligarchy to "Taxi Professors": Academic Employment in Chile, Colombia, Germany, and the United States. Paperpräsentation auf dem Comparative Sociology Workshop; Stanford University; Stanford, USA (online).
Abstract

Through multilevel regression, we analyze which university characteristics are associated to faculty permanent employment in universities from four countries. Findings show that: (1) Untenured academics represent a vast majority of faculty working in Germany, Colombia, and Chile, while in the US the untenured faculty has increased since 2012. (2) Permanent employment for scholars decreases along with universities´ acquisition of program accreditations and increase of administrative staff.. (3) Older universities, public universities outside US and Chile, those with more doctorate graduates and a higher faculty-student ratio grant more stability to their faculty

CV
Seit 01/2020

Wissenschaftlicher Mitarbeiter (Postdoc) am DZHW

02/2018-01/2020

Postdoc am INCHER, Universität Kassel, und Visiting Scholar an der Stanford University

09/2017-01/2018

Bildungsberater, Nationales Bildungsministerium, Kolumbien

01/2014-08/2017

Profesor Asistente (äquivalent zu W2-Professor), Universidad de los Andes und Pontificia Universidad Javeriana, Bogotá

08/2013-12/2013

Praktikant in der Abteilung Evaluation und Test Design, United Nations, New York

10/2009-10/2015

Dr. phil. in Erziehungswissenschaften, Humboldt-Universität zu Berlin. Dissertation: The Research Entrepreneurial University in Latin America: Global and Local Models in Chile and Colombia 1950-2015. New York: Palgrave Macmillan

10/2008-09/2009

Auditor, Idecol S.A., Bogotá

10/2007-06/2009

M.A. in Higher Education Research and Development, INCHER (Universität Kassel), Nebenfach Political Economy

11/2005-11/2006

Gymnasiallehrer, Colegio San Carlos, Bogotá

07/2001-09/2007

Personalleiter, Armalco S.A. Bogotá

01/2000-06/2005

Pregrado (äquivalent zu Diplom) in Psychologie, Universidad Nacional de Colombia

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