Innovación escolar y comunidades profesionales de aprendizaje. Revisión teórica

Alicia Jesús Terán Ccanre; Juan  Méndez Vergaray

Authors

Alicia Jesús Terán Ccanre Universidad César Vallejo
Juan Méndez Vergaray

Keywords:

Teaching community; school innovation; learning improvement; pedagogical practice

Abstract

The purpose of this review work is to analyze the publications made regarding professional learning communities and how these, applied as a strategy, guide the proposals for school innovation, for the improvement of results in professional training to achieve learning in students. To carry out this review of the literature, 70 articles from the Scopus, Web Quest, and Redalyc databases were analyzed, and the publication of the selected articles was between 2015 and 2022. For the preparation of this article, the descriptive method was used. and analysis of scientific research in relation to Professional Learning Communities, which allows identifying and ordering the information found, as well as different points of view. As a result of this study, it follows that every educational institution aspires to make improvements in the quality of the educational service, considering within its planning the implementation of innovative strategies that arouse and motivate the interest of the educational population.

Downloads

Download data is not yet available.

References

Ballangrud, B. O. B., & Aas, M. (2022). Ethical thinking and decision-making in the leadership of professional learning communities. Educational Research, 1–16. https://doi.org/10.1080/00131881.2022.2044879

Bush, T. (2018). Professional learning communities and school leadership: Empowering teachers. In Educational Management Administration and Leadership (Vol. 46, Issue 5, pp. 711–712). SAGE Publications Ltd. https://doi.org/10.1177/1741143218782316

Chediak, S., Kunnari, I., Inforsato, E. do C., & Amorim, J. W. (2018). Professional Learning Communities as a Leadership Strategy in the 21st Century School Management. Revista Ibero-Americana de Estudos Em Educação, 13(esp1), 304–323. https://doi.org/10.21723/riaee.nesp1.v13.2018.11408

Chen-Quesada, E., Cerdas-Montano, V., Rosabal-Vitoria, S., Chen-Quesada, E., Cerdas-Montano, V., & Rosabal-Vitoria, S. (2020). Modelos de gestión pedagógica: Factores de participación, cambio e innovación en centros educativos costarricenses. Revista Electrónica Educare, 24(2), 317–345. https://doi.org/10.15359/REE.24-2.16

Cuñat, R. J. (2021). Innovation in high schools: Analysis in the Valencian Community. Educar, 57(2), 413–429. https://doi.org/10.5565/REV/EDUCAR.1221

Flores-Fahara, M., Bailey-Moreno, J., & Mortera-Cavazos, L. E. (2021). Comunidades profesionales de aprendizaje en escuelas públicas mexicanas: Explorando su desarrollo. Educación XX1, 24(2). https://doi.org/10.5944/educxx1.28556

Fuster Guillen, D., Gálvez Suarez, E., & Pisfil Palza, E. (2019). Estudio fenomenológico: la confianza docente en la práctica pedagógica. UCV-SCIENTIA, 10(1). https://doi.org/10.18050/revucv-scientia.v10n1a9

Galaz, A., Contreras, C., & Acosta, P. (2017). Comunidades Profesionales de Aprendizaje: Oportunidades de Desarrollo Profesional en la exclusión y diversidad rural. Educação (UFSM), 42(3), 505. https://doi.org/10.5902/1984644426513

García, J. G. (2020). El constructivismo en la educación y el aporte de la teoría sociocultural de Vygotsky para comprender la construcción del conocimiento en el ser humano. Dilemas Contemporáneos: Educación, Política y Valores. https://doi.org/10.46377/DILEMAS.V32I1.2033

Garzón, M. A. (2020). Las comunidades de aprendizaje en las organizaciones. Visión de Futuro, 24, No 1 (Enero-Junio), 236–259. https://doi.org/10.36995/J.VISIONDEFUTURO.2020.24.01.001.ES

Gore, J., & Rosser, B. (2022). Beyond content-focused professional development: powerful professional learning through genuine learning communities across grades and subjects. Professional Development in Education, 48(2), 218–232. https://doi.org/10.1080/19415257.2020.1725904

Ismail, K., Ishak, R., & Kamaruddin, S. H. (2022). Validating Professional Learning Communities Practice Model in a Malaysian Context. European Journal of Educational Research, 11(1), 393–402. https://doi.org/10.12973/EU-JER.11.1.393

Jafar, M. F., Yaakob, M. F. M., Awang, H., Zain, F. M., & Kasim, M. (2022). Disentangling the Toing and Froing of Professional Learning Community Implementation by Reconnecting Educational Policy with School Culture. International Journal of Instruction, 15(2), 307–328. https://doi.org/10.29333/IJI.2022.15218A

Jenssen, M. M. F., & Nordahl, T. (2022). Professional learning communities and teachers’ teaching practices. Acta Didactica Norden, 16(1). https://doi.org/10.5617/ADNO.8144

Linh, D. N., & Kasule, G. W. (2022). Status of professional learning communities in developing countries: Case of Vietnam and Uganda. International Journal of Evaluation and Research in Education (IJERE), 11(1), 61. https://doi.org/10.11591/IJERE.V11I1.21717

Malpica Basurto, F., & Navareño Pinadero, P. (2018). Innovación pedagógica reflexiva en comunidades profesionales de aprendizaje y su impacto en la formación docente institucional. Innoeduca. International Journal of Technology and Educational Innovation, 4(1), 14. https://doi.org/10.24310/innoeduca.2018.v4i1.4835

Martínez, J. C. P., Pazmiño, W. G. A., & Fuertes, M. E. F. (2020). El profesorado: Un factor clave en la innovación educativa. Revista EDUCARE - UPEL-IPB - Segunda Nueva Etapa 2.0, 24(2), 212–232. https://doi.org/10.46498/REDUIPB.V24I2.1327

Medina, J. P., & Navío-Gàmez, A. (2018). Concepciones sobre innovación educativa. ¿Qué significa para los docentes en Chile? Profesorado, Revista de Currículum y Formación Del Profesorado, 22(4), 71–90. https://doi.org/10.30827/PROFESORADO.V22I4.8395

Mejía, M. R. (2017). La innovación: asunto central de la sociedad del siglo XXI. Una búsqueda educativa por modernizar-transformar la escuela. Revista Educación y Ciudad, 32, 23–42. https://doi.org/10.36737/01230425.V0.N32.2017.1626

Mellado, M. E., Rincón-Gallardo, S., Aravena, O. A., & Villagra, C. P. (2020). Acompañamiento a redes de líderes escolares para su transformación en comunidades profesionales de aprendizaje. Perfiles Educativos, 42(169), 52–69. https://doi.org/10.22201/iisue.24486167e.2020.169.59363

Molina, C. A., & López, F. S. (2018). Analysis of model Professional Learning Communities from the indagation in collaboration experience of teachers. Estudios Pedagogicos, 44(3), 55–73. https://doi.org/10.4067/s0718-07052018000300055

Morales-Inga, S., Nacional, U., Marcos, S., & Morales-Tristán, O. (2020). Viabilidad de Comunidades Profesionales de Aprendizaje en sistemas educativos de bajo desempeño. Educación y Educadores, ISSN-e 0123-1294, Vol. 23, No. 1, 2020, 23(1), 5. https://doi.org/10.5294/edu.2020.23.1.X

Murad, T., Assadi, N., Zoabi, M., Hamza, S., & Ibdah, M. (2022). The Contribution of Professional Learning Community of Pedagogical Instructors, Training Teachers and Teaching Students within a Clinical Model for Teacher Education to Their Professional Development. European Journal of Educational Research, 11(2), 1009–1022. https://doi.org/10.12973/EU-JER.11.2.1009

Patphol, M. (2022). Developing a training curriculum using professional learning community for enhancing teachers’ learning management skills to promote students’ creativity and innovation ability: a case study of thai teachers. Creativity Studies, 15(1), 199–216. https://doi.org/10.3846/CS.2022.13278

Peralta-Arroyo, M. I. (2021). Comunidades profesionales de aprendizaje una forma de aprender en equipo Professional learning communities a way of team learning Comunidades de aprendizagem profissional, uma forma de aprendizagem em equipe Ciencias de la educación Artículo de revisión. Polo Del Conocimiento, 6(1), 1020–1033. https://doi.org/10.23857/pc.v6i1.2196

Prenger, R., Poortman, C., & Handelzalts, A. (2019). The Effects of Networked Professional Learning Communities. Journal of Teacher Education, 70(5), 441–452. https://doi.org/10.1177/0022487117753574

Quispe-Pareja, M. (2020). La gestión pedagógica en la mejora del desempeño docente. Investigación Valdizana, 14(1), 7–14. https://doi.org/10.33554/riv.14.1.601

Quispe, A., Barboza, E., Gonzales, V., & Cacho, A. (2021). Gestión de calidad en el trabajo remoto. Revista Científica Pakamuros, 9(2), 43–57. https://doi.org/10.37787/PAKAMUROS-UNJ.V9I2.181

Racionero-Plaza, S., & Puig, P. (2017). La Confluencia entre Comunidades de Aprendizaje y otros Proyectos: El Caso de los CRFA en Perú y Guatemala. Multidisciplinary Journal of Educational Research, 7(3), 339. https://doi.org/10.17583/remie.2017.3023

Rodríguez, N. C., & Vallejo, A. P. (2018). The challenges of school management in the Andalusian learning communities centers. Revista Espanola de Orientacion y Psicopedagogia, 29(3), 61–78. https://doi.org/10.5944/reop.vol.29.num.3.2018.23321

Schaap, H., & de Bruijn, E. (2018). Elements affecting the development of professional learning communities in schools. Learning Environments Research, 21(1), 109–134. https://doi.org/10.1007/S10984-017-9244-Y

Tayag, J. R. (2020). Professional learning communities in schools: Challenges and opportunities. Universal Journal of Educational Research, 8(4), 1529–1534. https://doi.org/10.13189/UJER.2020.080446

Vaillant, D. (2019). Directivos y comunidades de aprendizaje docente: un campo en construcción (Directors and teacher learning communities: a field under construction). Revista Eletrônica de Educação, 13(1), 87. https://doi.org/10.14244/198271993073

Valentina, P., & Miranda, D. (2020). Comunidades Profesionales de Aprendizaje: una estrategia para repensar la escuela, propiciar la justicia social y tributar a la mejora continua. Revista Chilena de Pedagogía, 1(2), 107–131. https://doi.org/10.5354/2452-5855.2020.58078

Velazco, D. J. M., Martínez, M. F. C., Cejas, M. N., Hinostroza, E. M. F., & Pinos, K. M. C. (2021). Pedagogical effectiveness in the school organizational culture and the professional learning community. Uniciencia, 35(2). https://doi.org/10.15359/RU.35-2.11

Vizcarra-Morales, M. T., Rekalde-Rodríguez, I., & Macazaga-López, A. M. (2018). The perception of school confict in three learning communities. Magis, 10(21), 95–108. https://doi.org/10.11144/Javeriana.m10-21.pceca

Yüner, B., & Özdemir, M. (2020). Okul Yenilikçiliği ile Öğretmen Yaratıcılığı Arasındaki İlişkinin İncelenmesi. Pamukkale University Journal of Education, 50, 162–179. https://doi.org/10.9779/PAUEFD.538207

Zhang, J., Huang, Q., & Xu, J. (2022). The Relationships among Transformational Leadership, Professional Learning Communities and Teachers’ Job Satisfaction in China: What Do the Principals Think? Sustainability (Switzerland), 14(4). https://doi.org/10.3390/SU14042362