RESUMEN Cuando los profesionales comparten su saber hacer práctico sobre los aprendizajes de los estudiantes, como muestra la investigación, eso tiene un impacto en la calidad de la educación. No obstante, en los establecimientos escolares españoles domina una cultura de solipsismo docente, falta de trabajo en colaboración, como ha documentado la investigación y los informes internacionales (Teaching and Learning International Survey - TALIS). Para diagnosticar los grados de cultura de aprendizaje compartido hemos adaptado y validado uno de los mejores instrumentos existentes (el cuestionario Professional Learning Community Assessment-Revised - PLCA-R) y aplicado a una muestra representativa en Andalucía. Recogemos algunos de los resultados referidos a esta dimensión. Finalmente discutimos los resultados y señalamos implicaciones y líneas de acción para reconstruir las escuelas como comunidades profesionales de aprendizaje.
The article carries out a review of school management in Spain and its future lines of development, situating the analysis within the current European educational policies. A peculiar history makes the model of election by colleagues, with little autonomy, outdated and incapable of pedagogically leading the educational effort of the school. Throughout the article, there is a presentation of the tensions and dilemmas of the current school management in Spain: instructional leadership versus a leadership more focused on administrative tasks, on the one hand, and a greater capacity to make autonomous decisions versus normative regulation by the educational administration mark the main future tendencies in school management in Spain. The author argues that, duly situated and based on the lessons learned at the national and international levels, educational leadership is a tool that can be used to energize the public educational institutions.
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