Viabilidad de Comunidades Profesionales de Aprendizaje en sistemas educativos de bajo desempeño
DOI:
https://doi.org/10.5294/edu.2020.23.1.5Palabras clave:
Comunidades de aprendizaje, estructura organizativa, liderazgo, organización escolar, PerúResumen
Viability of Professional Learning Communities in Low-Performance Educational Systems
Viabilidade de comunidades de aprendizagem profissional em sistemas educativos de baixo desempenho
Las comunidades profesionales de aprendizaje (CPA) constituyen una de las estrategias de desempeño escolar más importantes. Sin embargo, la mayoría de las escuelas en las que se han aplicado pertenecen a sistemas educativos de alto desempeño, como los de Japón, Corea de Sur, Finlandia o Singapur, lo que deja por fuera la realidad educativa de América Latina. Mediante un estudio exploratorio, basado en observación etnográfica y entrevistas semiestructuradas, esta investigación vincula teoría y práctica para discutir la aplicabilidad de las CPA en escuelas públicas pertenecientes a sistemas educativos de bajo desempeño. Como conclusión, se halló que los componentes principales de las CPA (estructuras organizativas flexibles, liderazgos distribuidos, valores compartidos y culturas escolares colaborativas) están presentes, pero son precarios y no soportan la implementación de la estrategia.
Para citar este artículo / To reference this article / Para citar este artigo
Morales-Inga, S. y Morales-Tristán, O. (2020). Viabilidad de Comunidades Profesionales de Aprendizaje en sistemas educativos de bajo desempeño. Educación y Educadores, 23(1), 91-112. https://doi.org/10.5294/edu.2020.23.1.5
Recibido: 13/09/2018
Aceptado: 13/02/2020
Publicado: 13/04/2020
Descargas
Citas
Ahn, J. (2017). Taking a step to identify how to create professional learning communities –Report of a case study of a Korean public high school on how to create and sustain a school-based teacher professional learning community. International Education Series, 10(1), 82-92. https://doi.org/10.5539/ies.v10n1p82
Alayo, F. (2017). Debate por el currículo: Precisiones causaron estas reacciones. El Comercio. https://elcomercio.pe/peru/debate-curriculo-precisiones-causaron-reacciones-143942
Álvarez, G. (2006). El aprendizaje organizacional como eje de desarrollo en la organización escolar. Educación, 15(29), 7-34. http://revistas.pucp.edu.pe/index.php/educacion/article/view/2319
Álvarez, C. y San Fabián, J. (2012). La elección del estudio de caso en investigación educativa. Gazeta de Antropología, 28(1), 1-12. http://www.gazeta-antropologia.es/?p=101
Argote, L. (2011). Organizational learning research: Past, present and future. Management Learning, 42(4), 439-446. https://doi.org/10.1177/1350507611408217
Bellibas, M., Bulut, O. y Gedik, S. (2017). Investigating professional learning communities in Turkish schools: The effects of contextual factors. Professional Development in Education, 43(3), 353-374. https://doi.org/10.1080/19415257.2016.1182937
Beltrán, A. y Seinfeld, J. (2013). La trampa educativa en el Perú: cuando la educación llega a muchos pero sirve a pocos. Lima: UP.
Bolívar, A. (2011). Aprender a liderar líderes: Competencias para un liderazgo directivo que promueva el liderazgo docente. Educar, 47(2), 253-275. https://www.raco.cat/index.php/Educar/article/view/248536
Buttram, J. y Farley-Ripple, E. (2016). The role of principals in professional learning communities. Leadership and Policy in Schools, 15(2), 192-220. https://doi.org/10.1080/15700763.2015.1039136
Cadena-Chala, M. y Orcasitas-García, J. (2016). Comunidades de aprendizaje en el País Vasco: Caracterización y organización escolar. Educación y Educadores, 19(3), 373-391. https://doi.org/10.5294/edu.2016.19.3.4
Carpenter, D. (2015). School culture and leadership of professional learning communities. International Journal of Educational Management, 29(5), 682-694. https://doi.org/10.1108/IJEM-04-2014-0046
Castillo, P., Puigdellivol, I. y Antúnez, S. (2017). El liderazgo compartido como factor de sostenibilidad del proyecto de comunidades de aprendizajes. Estudios Pedagógicos, 43(1), 41-59. https://doi.org/10.4067/S0718-07052017000100003
Chen, P., Lee, C., Lin, H. y Zhang, C. (2016). Factors that develop effective professional learning communities in Taiwan. Asia Pacific Journal of Education, 36(2), 248-265. https://doi.org/10.1080/02188791.2016.1148853
Cheng, X. y Wu, L. (2016). The affordances of teacher professional learning communities: A case study of a Chinese secondary school. Teaching and Teacher Education, 58, 54-67. https://doi.org/10.1016/j.tate.2016.04.008
Cherrington, S. y Thornton, K. (2015). The nature of professional learning communities in New Zealand early childhood education: An exploratory study. Professional Development in Education, 41(2), 310-328. https://doi.org/10.1080/19415257.2014.986817
Chuquilin, J. y Zagaceta, M. (2017). El currículo de la educación básica en tiempos de transformaciones: Los casos de México y Perú. Revista Mexicana de Investigación Educativa, 22(72), 109-134. http://www.scielo.org.mx/scielo.php?script=sci_abstract&pid=S1405-66662017000100109
Consejo Nacional de Educación (2006). Proyecto Educativo Nacional al 2021. Lima: CNE.
Cuenca, R. (2017). Moving toward professional development: The teacher reform in Peru (2012-2016). Lima: IEP.
Deal, T. y Peterson, K. (2016). Shaping school culture. California: Wiley.
Díaz, H. (2015). Formación docente en el Perú. Lima: Santillana.
DiPaola, M. y Hoy, W. (2015). Leadership and school quality. EE.UU.: Information Age Publishing.
Diamond, J. y Spillane, J. (2016). School leadership and management from a distributed perspective: A 2016 retrospective and prospective. Management in Education, 30(4), 147-154. https://doi.org/10.1177/0892020616665938
Dogan, S., Tatik, R. y Yurtseven, N. (2017). Professional learning communities assessment: Adaptation, internal validity, and multidimensional model testing in Turkish context. Educational Sciences: Theory y Practice, 17(4), 1075-1101. https://eric.ed.gov/?id=EJ1148355
DuFour, R. (2004). What is a professional learning community? Educational Leadership, 61(8), 6-11. http://www.ascd.org/publications/educational-leadership/may04/vol61/num08/What-Is-a-Professional-Learning-Community%C2%A2.aspx
DuFour, R. (2007). Professional learning communities: A bandwagon, an idea worth considering, or our best hope for high levels of learning? Middle School Journal, 39(1), 4-8. https://eric.ed.gov/?id=EJ775771
El Comercio (2017a). Marilú Martens: “Currículo no se está implementando al ritmo propuesto”. Recuperado de https://elcomercio.pe/cade/curriculo-implementando-ritmo-propuesto-noticia-478183
El Comercio (2017b). Año escolar 2018: ¿cuándo empezarán clases en colegios públicos? Recuperado de https://elcomercio.pe/peru/ano-escolar-2018-empezaran-clases-colegios-publicos-noticia-476344
González, L. (2003). El poder de la organización informal en la gestión administrativa. Revista Educación, 27(1), 187-195. https://revistas.ucr.ac.cr/index.php/educacion/article/view/3813
Gray, J., Kruse, S. y Tarter, J. (2015). Enabling school structures, collegial trust and academic emphasis: Antecedents of professional learning communities. Educational Management Administration & Leadership, 44(6), 875-891. https://doi.org/10.1177/1741143215574505
Guadalupe, C., León, J., Rodríguez, J. y Vargas, S. (2017). Estado de la educación en el Perú: Análisis y perspectivas de la Educación Básica. Lima: Grade, Forge.
Gutierez, S. (2016). Building a classroom-based professional learning community through lesson study: Insights from elementary school science teachers. Professional Development in Education, 42(5), 801-817. https://doi.org//10.1080/19415257.2015.1119709
Harris, A. y Jones, M. (2010). Professional learning communities and system improvement. Improving Schools, 13(2), 172-181. https://doi.org/10.1177/1365480210376487
Higgins, K. (2016). An investigation of professional learning communities in North Carolina school systems. Journal of Research Initiatives, 2(1), 1-21. https://digitalcommons.uncfsu.edu/cgi/viewcontent.cgi?article=1036&context=jri
Huffman, J. (2003). The role of shared values and vision in creating professional learning communities. NASSP Bulletin, 87(637), 21-34. https://doi.org/10.1177/019263650308763703
Hunter III, S. (2015). Combining theoretical perspectives on the organizational structure–performance relationship. Journal of Organization Design, 4(2), 24-37. https://doi.org/10.7146/jod.16781
Jopen, G., Gómez, W. y Olivera, H. (2014). Sistema educativo peruano. Lima: PUCP.
Kruse, S. y Johnson, B. (2017). Tempering the normative demands of professional learning communities with the organizational realities of life in schools. Educational Management Administration y Leadership, 45(4), 588-604. https://doi.org/10.1177/1741143216636111
La República (2017). Minedu presentó estrategia para garantizar una educación de calidad en el 2021. Recuperado de http://larepublica.pe/sociedad/1150418-minedu-presento-estrategia-para-garantizar-una-educacion-de-calidad-en-el-2021
Lai, E. y Cheung, D. (2015). Enacting teacher leadership: the role of teachers in bringing about change. Educational Management Administration & Leadership, 43(5), 673-692. https://doi.org/10.1177/1741143214535742
Lam, Y. (2005). School organizational structures: Effects on teacher and student learning. Journal of Educational Administration, 43(4), 387-401. https://doi.org/10.1108/09578230510605432
Lee, M. y Kim, J. (2016). The emerging landscape of school-based professional learning communities in South Korean schools. Asia Pacific Journal of Education, 36(2), 266-284. https://doi.org/10.1080/02188791.2016.1148854
Leithwood, K. (2009). ¿Cómo liderar nuestras escuelas? Santiago: Área de Educación Fundación Chile.
Martins, A. (2016). Pruebas PISA: ¿cuáles son los países que tienen la mejor educación del mundo? ¿Y cómo se ubica América Latina? BBC Mundo. http://www.bbc.com/mundo/noticias-38211248
Ministerio de Educación (2003). Ley General de Educación. Lima: Minedu.
Ministerio de Educación (2012). Marco de buen desempeño docente. Lima: Minedu.
Ministerio de Educación (2013). La gestión descentralizada de la educación. Lima: Minedu.
Ministerio de Educación (2015a). Marco del buen desempeño del directivo. Lima: Minedu.
Ministerio de Educación (2015b). Manual de gestión escolar. Lima: Minedu.
Ministerio de Educación (2016a). El impulso de una carrera: política de revalorización docente en el Perú. Lima: Minedu.
Ministerio de Educación (2016b). Semáforo escuela: manual del monitor. Lima: Minedu.
Ministerio de Educación (2017). Currículo Nacional de la Educación Básica. Lima: Minedu.
Morales, S. y Morales, O. (2018). Comunidades profesionales de aprendizaje: De la gestión empresarial a la gestión educativa. Revista Peruana de Investigación Educativa, 10, 99-125. https://revistas.siep.org.pe/index.php/RPIE/article/view/89
Moreano, G. (coord.) (2017). El Perú en PISA 2015. Informe nacional de resultados. Lima: Minedu.
Mulford, B. y Silins, H. (2010). Organizational learning in schools. En P. Peterson, E. Baker y B. McGaw (eds.), International encyclopedia of education (pp. 142-150). Oxford: Elsevier.
OCDE - Organización para la Cooperación y el Desarrollo Económicos (2016). Avanzando hacia una mejor educación para Perú. Lima: UP.
Olivier, D. y Huffman, J. (2016). Professional learning community process in the United States. Asia Pacific Journal of Education, 32(2), 301-317. https://doi.org/10.1080/02188791.2016.1148856
Pang, N. y Wang, T. (2016). Professional learning communities: Research and practices across six educational systems in the Asia-Pacific region. Asia Pacific Journal of Education, 36(2), 193-201. https://doi.org/10.1080/02188791.2016.1148848
Pang, N., Wang, T. y Leung, Z. (2016). Educational reforms and the practices of professional learning community in Hong Kong primary schools. Asia Pacific Journal of Education, 36(2), 231-247. https://doi.org/10.1080/02188791.2016.1148852
Peterson, K. y Deal, T. (2009). The shaping school culture fieldbook. San Francisco: Wiley.
Pirela, L. y Sánchez, M. (2009). Cultura y aprendizaje organizacional en instituciones de Educación Básica. Revista de Ciencias Sociales, 15(1), 175-188. http://ve.scielo.org/scielo.php?pid=S1315-95182009000100013&script=sci_arttext
Popp, J. y Goldman, S. (2016). Knowledge building in teacher professional learning communities: Focus of meeting matters. Teaching and Teacher Education, 59, 347-359. https://doi.org/10.1016/j.tate.2016.06.007
Qiao, X., Yu, S. y Zhang, L. (2018). A review of research on professional learning communities in mainland China (2006-2015). Educational Management Administration & Leadership, 46(5), 713-728. https://doi.org/10.1177/1741143217707523
Rule, P. y John, V. (2015). A necessary dialogue: Theory in case study research. International Journal of Qualitative Methods, 14(4), 1-11. https://doi.org/10.1177/1609406915611575
Rutherford, C. (2006). Teacher leadership and organizational structure: The implications of restructured leadership in an Edison school. Journal of Educational Change, 7(1-2), 59-76. https://doi.org/10.1007/s10833-006-0013-4
Sai, X. y Siraj, S. (2015). Professional learning community in education: Literature review. The Online Journal of Quality in Higher Education, 2(2), 65-78. https://www.tojqih.net/journals/tojqih/articles/v02i02/
Salazar-Morales, D. (2018) Sermons, carrots or sticks? Explaining successful policy implementation in a low performance institution. Journal of Education Policy, 33(4), 457-487. http://doi.org/10.1080/02680939.2017.1378823
Salleh, H. (2016). Facilitation for professional learning community conversations in Singapore. Asia Pacific Journal of Education, 36(2), 285-300. https://doi.org/10.1080/02188791.2016.1148855
Sandín, M. (2003). Investigación cualitativa en educación. Madrid: McGraw-Hill.
Sigurðardóttir, A. (2010). Professional learning community in relation to school effectiveness. Scandinavian Journal of Educational Research, 54(5), 395-412. https://doi.org/10.1080/00313831.2010.508904
Sjoer, E. y Meirink, J. (2016). Understanding the complexity of teacher interaction in a teacher professional learning community. European Journal of Teacher Education, 39(1), 110-125. https://doi.org/10.1080/02619768.2014.994058
Sutton, P. y Shouse, A. (2016). Building a culture of collaboration in schools. Phi Delta Kappan, 97(7), 69-73. https://doi.org/10.1177/0031721716641653
Svanbjörnsdóttir, B., Macdonald, A. y Frímannsson, G. (2016a). Views of learning and a sense of community among students, paraprofessionals and parents in developing a school culture towards a professional learning community. Professional Development in Education, 42(4), 589-609. https://doi.org/10.1080/19415257.2015.1047037
Svanbjörnsdóttir, B., Macdonald, A. y Frímannsson, G. (2016b). Teamwork in establishing a professional learning community in a new Icelandic school. Scandinavian Journal of Educational Research, 60(1), 90-109. https://doi.org/10.1080/00313831.2014.996595
Tam, A. (2015a). The role of a professional learning community in teacher change: A perspective from beliefs and practices. Teachers and Teaching, 21(1), 22-43. https://doi.org/10.1080/13540602.2014.928122
Tam, A. (2015b). Exploring teachers’ beliefs about teacher learning in professional learning communities and their influence on collegial activities in two departments. Compare, 45(3), 422-444. https://doi.org/10.1080/03057925.2013.872025
Vanblaere, B. y Devos, G. (2016). Relating school leadership to perceived professional learning community characteristics: A multilevel analysis. Teaching and Teacher Education, 57, 26-38. https://doi.org/10.1016/j.tate.2016.03.003
Vanblaere, B. y Devos, G. (2018). The role of departmental leadership for professional learning communities. Educational Administration Quarterly, 54(1), 85-114. https://doi.org/10.1177/0013161X17718023
Vescio, V., Ross, D. y Adams, A. (2008). A review of research on the impact of professional learning communities on teaching practice and student learning. Teaching and Teacher Education, 24(1), 80-91. https://doi.org/10.1016/j.tate.2007.01.004
Villalobos, M. (2017). ¿Cuál es la situación de los colegios privados en el Perú? El Comercio. https://elcomercio.pe/economia/negocios/situacion-colegios-privados-peru-162820
Wang, T. (2016). School leadership and professional learning community: Case study of two senior high schools in Northeast China. Asia Pacific Journal of Education, 36(2), 202-216. https://doi.org/10.1080/02188791.2016.1148849
Watson, C. (2014). Effective professional learning communities? The possibilities for teachers as agents of change in schools. British Educational Research Journal, 40(1), 18-29. https://doi.org/10.1002/berj.3025
Wennergren, A. y Blossing, U. (2017). Teachers and students together in a professional learning community. Scandinavian Journal of Educational Research, 61(1), 47-59. https://doi.org/10.1080/00313831.2015.1066441
Wong, J. (2010). What makes a professional learning community possible? A case study of a Mathematics department in a junior secondary school of China. Asia Pacific Education Review, 11(2), 131-139. https://doi.org/10.1007/s12564-010-9080-6
Woods, P. (1987). La escuela por dentro: La etnografía en la investigación educativa. Barcelona: Paidós.
Yon, D. (2003). Highlights and overview of the history of educational ethnography. Annual Review of Anthropology, 32, 441-429. https://doi.org/10.1146/annurev.anthro.32.061002.093449
Zhang, J. y Pang, N. (2016). Exploring the characteristics of professional learning communities in China: A mixed-method study. The Asia-Pacific Education Researcher, 25(1), 11-21. https://doi.org/10.1007/s40299-015-0228-3
Zhang, J., Yuan, R. y Yu, S. (2017). What impedes the development of professional learning communities in China? Perceptions from leaders and frontline teachers in three schools in Shanghai. Educational Management Administration & Leadership, 45(2), 219-237. https://doi.org/10.1177/1741143215617945
Publicado
Cómo citar
Número
Sección
Licencia
Derechos de autor 2020 Educación y Educadores
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
Esta revista y sus artículos se publican bajo la licencia CreativeCommons CC BY 4.0 DEED Atribución 4.0 Internacional, usted es libre de: Compartir — copiar y redistribuir el material en cualquier medio o formato para cualquier propósito, incluso comercialmente. Adaptar — remezclar, transformar y construir a partir del material para cualquier propósito, incluso comercialmente. La licencia no puede revocar estas libertades en tanto usted siga los términos de la licencia.
