Bibliographic citations
Silva, G., (2023). Prácticas de las comunidades profesionales de aprendizaje: experiencia de los docentes de portugués de un instituto de idiomas de Lima, en el periodo 2017-2022 [Pontificia Universidad Católica del Perú]. http://hdl.handle.net/20.500.12404/26311
Silva, G., Prácticas de las comunidades profesionales de aprendizaje: experiencia de los docentes de portugués de un instituto de idiomas de Lima, en el periodo 2017-2022 []. PE: Pontificia Universidad Católica del Perú; 2023. http://hdl.handle.net/20.500.12404/26311
@mastersthesis{sunedu/3583995,
title = "Prácticas de las comunidades profesionales de aprendizaje: experiencia de los docentes de portugués de un instituto de idiomas de Lima, en el periodo 2017-2022",
author = "Silva Reis, Gracieli da",
publisher = "Pontificia Universidad Católica del Perú",
year = "2023"
}
The current systematization critically recovers the practices of professional learning communities that have enabled the professional development of Portuguese teachers from a private Institute in Lima, in the period 2017-2022. The objectives focused on describing -primarily- the processes that gave rise to the community learning practices of Portuguese teachers; secondly, in describing the characteristics and dynamics of professional learning communities. Individual and collective strategies that allowed the professional development of Portuguese teachers were analyzed; and finally, the learning achieved by the teachers that contributed to the strengthening of the community was identified. The method used is the systematization of experiences and the recovery of this was carried out through document review, the discussion group and the semi-structured interview, the latter was validated by specialists and applied to the seven teachers of the institute, in which I have fulfilled the role of facilitator. The next step was the elaboration of a matrix in which the information was emptied, for the respective analysis and discussion of the results. In this way, emerging practices of professional learning communities were identified, which enable and contribute to the professional development of the teaching community. The collective is characterized by collective learning, collaborative work, shared leadership among teachers and by the exchange of experiences confirming that there is a potential professional learning community, however, it requires interest on the part of the organization for it to be institutionalized. Similarly, collaborative work has been the main strategy for the professional development of Portuguese Teachers.
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