Hacia la Implantación de Comunidades Profesionales de Aprendizaje Mediante un Liderazgo Distribuido. Una Revisión Sistemática

Abstract

El presente artículo se corresponde con una revisión sistemática que analiza la relación del liderazgo, en su variante distribuida con las comunidades profesionales de aprendizaje, ambos conceptos muy demandados por las investigaciones internacionales. El proceso ha seguido patrones llevados a cabo en otras revisiones sistemáticas indexadas en revistas de gran impacto, para augurar la sistematicidad del mismo. Durante el mismo, se hizo una búsqueda minuciosa de artículos ubicados en la base de datos Scopus, durante el periodo 2008 a 2017. Tras la aplicación de los criterios de inclusión, 18 artículos constituyeron la muestra del presente artículo. Los artículos seleccionados ponen de relieve la fuerte influencia del liderazgo en la transformación de los centros educativos en comunidades profesionales de aprendizaje. A su vez, se ha corroborado una tendencia hacia modalidades distribuidas de liderazgo como mecanismo garante de mejoras instruccionales en los centros. Existe cierta coincidencia en resaltar la importancia de ciertos factores como la colaboración docente, una mayor flexibilidad de las estructuras organizativas o el empoderamiento del profesorado como vía para potenciar el capital profesional del personal, al tiempo que se generan cambios internos en la organización conducentes a una mejora escolar.Descriptores: Liderazgo; Educación; Cultura; Organización; Comunidad.This article corresponds to a systematic review that analyzes the relationship of leadership, in its distributed variant with professional learning communities, both concepts highly demanded by international research. The process has followed patterns carried out in other systematic reviews indexed in high impact journals, to predict its systematic. During the same, a thorough search was made of articles located in the Scopus database, during the period 2008 to 2017. After the application of the inclusion criteria, 18 articles constituted the sample of the present article. The selected articles highlight the strong influence of leadership in the transformation of educational centers into professional learning communities. At the same time, a trend toward distributed leadership modalities has been corroborated as a guarantor mechanism for instructional improvements in the schools. So is a certain coincidence in highlighting the importance of certain factors such as teacher collaboration, greater flexibility of organizational structures or the empowerment of teachers as a way to enhance the professional capital of staff, while generating internal changes in the organization leading to a school improvement.

The impact of pedagogical leadership on pedagogical coordination in secondary schools

“…In addition, there is a relationship, albeit weak, between the actions of the management to create an environment of collaboration in the educational organization and the distribution of responsibilities and joint decision-making in the center. These results coincide with other studies that have pointed to "empowering" as a means of school improvement (García-Martínez, Higueras-Rodríguez & Martínez-Valdivia, 2018;Harris, 2014). According to some authors, the direction as the formal leader of the center must empower teachers to assume pedagogical responsibilities, which motivate them to work towards a common project.…”

“…On the other hand, organizational decentralization entails greater participation, shared decision-making, the strengthening of trust in the educational center and fluid and effective relationships among all educational agents. These factors represent an important advance in the initiation of internal change processes necessary for any school to achieve school improvement (García-Martínez, Higueras-Rodríguez & Martínez-Valdivia, 2018). In an investigation carried out by Shaked & Schechter (2017), it was found that the systemic thinking of intermediate leaders are characterized by four characteristics: "(1) seeing wholes; (2) using a multidimensional view; (3) influencing indirectly; and (4) assessing significance" (p. 699).…”

“…Around these questions, a line of research called "Learning Communities" was developed (Stoll et al, 2006), which subsequently and, under the influence of "Organizations that learn" movements (Krichesky & Murillo, 2011), it turned to what is now known as "Professional Learning Communities" (Leclerc, Moreau & Lépine, 2009;Stevenson, Hedberg, O'Sullivan & Howe, 2016). However, all the processes that move these currents are not applicable to the complex Spanish case, especially at the secondary education level (García-Martínez, Higueras-Rodríguez & Martínez-Valdivia, 2018). For this reason, it is necessary to resort to other approaches more related to the reality and complexity that await the rigid structures of Secondary Education, initiating small actions within the organization that seek to strengthen the pedagogical coordination and, therefore, the processes of school teaching and learning (Piyaman, Hallinger & Viseshsiri, 2017;Seashore-Louis, Leithwood, Wahlstrom & Anderson, 2010).…”

Innovación Educativa con TIC en Universidades Latinoamericanas: Estudio Multi-País

“…Se reconoce entonces la necesidad de establecer comunidades de aprendizaje profesional a través de un liderazgo distribuido, en tanto ello fomenta la organización, la colaboración y el empoderamiento docente. Así, la flexibilidad de las estructuras organizativas ofrece oportunidades para la mejora del capital profesional (Higueras-Rodríguez y Martínez-Valdivia, 2018). Puesto que un modelo de innovación mediado por TIC desde una comunidad profesional de aprendizaje permite el aprender en tiempo real y lograr niveles más altos de participación (Yang, 2019).…”

Collaborative Networking in Education: Learning Across International Contexts

“…Networking has come to the forefront in recent years and has become a beacon of good practice for innovation and improved learning (Azorín, 2017;López-Yañez et al, 2014;Prenger et al, 2021;Robinson et al, 2020;Schnellert & Butler, 2020). The use of networks in school settings therefore offers many opportunities and promising prospects (Azorín, 2020a;García-Martínez et al, 2018;Murillo & Krichesky, 2015; Organisation for Economic, Co-operation and Development, 2019;Scheleicher, 2018). However, while the potential of learning networks has been recognized as an efficient strategy for improvement in schools, it has also been noted that there are too many teachers who work on their own, and too many isolated schools and researchers, which leads to the conclusion that only by working together can true change be implemented (Murillo, 2009).…”