Bibliographic citations
Vilchez, O., (2023). Las comunidades de aprendizaje profesional: el desarrollo profesional de los docentes prácticos-reflexivos [Pontificia Universidad Católica del Perú]. http://hdl.handle.net/20.500.12404/24556
Vilchez, O., Las comunidades de aprendizaje profesional: el desarrollo profesional de los docentes prácticos-reflexivos []. PE: Pontificia Universidad Católica del Perú; 2023. http://hdl.handle.net/20.500.12404/24556
@phdthesis{renati/29232,
title = "Las comunidades de aprendizaje profesional: el desarrollo profesional de los docentes prácticos-reflexivos",
author = "Vilchez Gonzales, Olinda Airola",
publisher = "Pontificia Universidad Católica del Perú",
year = "2023"
}
This research is inserted in the teacher training line of research. Its goal is to understand the way professional learning communities (PLC) develop in school and their contribution to teacher professional advancement through reflective practice. Research is proposed from the philosophy of pragmatism, of theoretical referents on reflection and peer learning. This is a qualitative, multiple-case study carried out in four public schools in Peru, in the cities of Trujillo, Sullana, Cusco and Pucallpa. Data was collected in 2020 and 2021 during the remote education using virtual ethnographic techniques through the Zoom platform. With regard to organization, a PLC is an organized and structured space to reflect on the teachers’ pedagogical practice. Six dimensions interacting holistically were identified. The organizational, interpersonal, participatory, and emotional dimensions support the development of the pedagogical and reflective dimensions. With respect to teachers’ professional development, the results showed that directors play a key role and lead PLCs from the exercise of their own pedagogical and distributed leadership. At the PLC, peer learning is collaborative from social reflection and makes it possible for them to deprivatize their pedagogical practice and to leave the isolation of the classroom. 7 The teachers' perceptions were positive, and they mainly valued the fact that PLC topics are closely linked to their classroom activity, which allows them to solve the difficulties of their practice with immediacy. This learning bridges a gap between their initial and continuous education, and generates confidence, security, and autonomy in their professional activity. The contribution of this research lies in the critical analysis of the teacher professional development in the PLCs through reflective practice.
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