Building a Professional Learning Community: A Way of Teacher Participation in Mexican Public Elementary Schools
Palabras clave:
Descargas
Resumen
The professional learning communities and communities of practice approaches in the arena of education appear to hold considerable promise for sustainable school improvement. These approaches flow from the assumption that teacher´s collaboration is central to transform a school into a learning organization. They also provide opportunities for teachers’ professional development. The literature shows that schools are frequently called upon to improve by developing high levels of teacher collaboration. In this study we describe how the process of building a professional learning community took place in two urban public elementary schools located in Monterrey, Mexico in which seven teachers participated, from which three were novices and four experts. Through this study, we found that teachers visualized as possible the ability to generate a space where they could reflect and solve problems while they shared experiences from their teaching practices. This space of reflection also allowed them to create projects and develop a sense of community when they had more time available since the schools were usually involved in many projects.
Descargas
Referencias
Álvarez-Gayou, J.L. (2003). Cómo hacer una investigación cualitativa. Fundamentos y metodología. México: Paidós Educador.
Google Scholar CrossrefBonilla, R. (2001). La gestión en la escuela primaria. Revista Educar, 16.
Google Scholar CrossrefCámara, C. G. (2010). Un cambio sustentable: La comunidad de aprendizaje en grupos de maestros y alumnos de educación básica. Perfiles Educativos. 32(130), 122-135.
Google Scholar CrossrefChacón, P. A. (2005). La formación inicial de profesores de educación básica en México. Observatorio Ciudadano de la Educación, 190, Retrieved from http://www.observatorio.org/colaboraciones/chacon2.html
Google Scholar CrossrefCollinson, V., & Cook, T.F. (2001). "I don't have enough time": Teachers' interpretations of time as a key to learning and school change. Journal of Educational Administration, 39(3), 266-281.
Google Scholar CrossrefCordingley, P., Bell, M., Rundell, B. & Evans, D. (2003). The Impact of Collaboration CPD on Classroom Teaching and Learning. In: Research evidence in education library, version 1.1. London: EPPI–Centre, Social Science Research Unit, Institute of Education.
Google Scholar CrossrefDi Bella, A. J., y Nevis, E. C. (1998). How organizations learn: An integrated strategy for building learning capability. San Francisco, CA: Jossey-Bass.
Google Scholar CrossrefDrucker, P. (1994). The age of social transformation. The Atlantic Monthly, (Nov), 1-19. Retrieved from http://www.theatlantic.com/issues/95dec/chilearn/drucker.htm
Google Scholar CrossrefErlandson, D. A., Harris, E.L., Skypper, B.L., Allen S. D. (1993) Doing naturalistic inquiry: A guide to methods. Newsbury Park, CA: Sage.
Google Scholar CrossrefEvans, R. (1996). The human side of school change. San Francisco, CA: Jossey-Bass.
Google Scholar CrossrefEzpeleta, J. (1990). El Consejo Técnico: Eficacia pedagógica y estructura de poder en la escuela primaria mexicana. Revista Latinoamericana de Estudios Educativos, 20(4), 13-33.
Google Scholar CrossrefFlores Kastanis, E., Flores Fahara, M., & Garcia, Q. M. (2006). The effects of the school structure on organizational learning: A multiple-case study from a collaborative research project in northern México. Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco, CA.
Google Scholar CrossrefFlores Kastanis. E., & Flores Fahara, M. (2005). Public school as learning communities. A multiple case study of collaborative research in Northern Mexico. Paper presented at the Annual Meeting of the American Educational Research Association, Montreal, Canada.
Google Scholar CrossrefFord (1995). The constructivist leader. New York, NY: Teachers College Press.
Google Scholar CrossrefFullan, M. G. (2001). The new meaning of educational change. (3rd ed.). New York, NY: Teachers College Press.
Google Scholar CrossrefGajda, R., & Koliba, C. J. (2008). Evaluating end improving the quality of teacher collaboration. NASSP Bulletin. 92(2), 133-153.
Google Scholar CrossrefGlaser, B. (1978). Theoretical sensitivity: Advances in the methodology of grounded theory. Mill Valley, CA: Sociology Press.
Google Scholar CrossrefGonzalez- Izasi, R.M., Castañeda-Quiroga, F.A., Torres, M., Banda-Gonzalez, R., Vargas-Torres, R.C., & Ruiz-Rodríguez, F. (2013). Colaboración en comunidad de práctica para el desarrollo profesional. Pixel-Bit. Revista de Medios y Educación, 42, 103-113.
Google Scholar CrossrefGoodlad, J. I. (1983). The school as workplace. In G. A. Griffin (Ed.), Staff Development (pp. 36-61). Chicago: The University of Chicago Press.
Google Scholar CrossrefHargreaves, A. (1994). Changing teachers, changing times: Teacher work and culture in the postmodern age. New York, NY: Teachers College Press.
Google Scholar CrossrefHargreaves, A. (2000). Four ages and professional learning. Teachers and teaching. History and Practice, 6(2), 151-82.
Google Scholar CrossrefHargreaves, A. & Fullan, M. (1996). What’s worth fighting for in your school. New York, NY: Teachers College Press.
Google Scholar CrossrefHargreaves. A., & Goodson, I. (2006). Educational change over time? The sustainability and non-sustainability of three decades of secondary school change and continuity. Educational Administration Quarterly, 42(1), 3-41.
Google Scholar CrossrefHenderson, J.C. & Hawthorne, R. D. (2000). Transformative curriculum leadership. River, N.J: Prentice Hall.
Google Scholar CrossrefHord, S. M. (1997). Professional learning communities: Communities of continuous inquiry and improvement. Austin, TX: Southwest Educational Development Laboratory.
Google Scholar CrossrefJiménez, C. A, and Jiménez, E. (2004). Colaboración entre docentes para promover el aprendizaje del lenguaje en la primaria. Revista Iberoamericana de Educación. Retrieved from http://www.rieoei.org/deloslectores/593Jimenez.pdf
Google Scholar CrossrefLambert. L., Walker, D., Cooper, J.E., Lambert, M.D., Gardner, M. E., & Slack, P. J ord (1995). The constructivist leader. New York, NY: Teachers College Press.
Google Scholar CrossrefLave, J. and Wenger E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: University Press.
Google Scholar CrossrefLee, J. H., and Kim, Y G. (2001). A stage model of organizational knowledge management: a latent content analysis. Expert Systems with Applications. 20, 299-311.
Google Scholar CrossrefLemlech, J.K., & Hertzog, H.H. (1999). Reciprocal teaching and learning: What do master teachers and students teachers learn from each other? Paper presented at the Annual Meeting of the American Educational Research Association, Montreal, Canada.
Google Scholar CrossrefLincoln, Y. S., & Guba, E.G. (1985). Naturalistic inquiry. Newsbury Park, CA: Sage. Lortie, D. C. (1975). Schoolteacher: A sociological study. Chicago: University of Chicago Press.
Google Scholar CrossrefLouis, K.S., & Marks, H. (1998). Does professional community affect the classroom? Teachers ́work and student experiences in restructuring schools. American Journal of Education, 106(4), 532- 75.
Google Scholar CrossrefLouis, K.S., Kruse, S., & Bryk, A.S. (1995). Professionalism and community: What is it and why is it important in urban schools? In K. S. Louis, S. Kruse & Associates (Eds). Professionalism and community: Perspectives on reforming urban schools. (3-22). Long Oaks, CA: Corwin.
Google Scholar CrossrefMerriam, S. B. (2009). Qualitative research and case study applications in education. San Francisco, CA: Jossey Bass.
Google Scholar CrossrefMiles, M. B., & Huberman, A. M. (1994).Qualitative data analysis: An expanded sourcebook. Thousand Oaks, CA: Sage.
Google Scholar CrossrefMitchell, C. & Sackney, L. (2000). Profound improvement: Building capacity for a learning community. Lisse, The Netherlands: Swets & Zeitlinger.
Google Scholar CrossrefNational Councils of Teachers of English (2010). Teachers learning communities. Research based recommendations for establishing teacher learning communities. Urbana, ILL: The Council Chronicle.
Google Scholar CrossrefPeterson, K.D. (2002). Positive or negative?. Journal of Staff Development, 23(3), 10-15.
Google Scholar CrossrefPeterson, R. (1992). Life in a crowded place: Making a learning community. Portsmouth, NH: Heinemann.
Google Scholar CrossrefRichardson, V. (1998). How Teachers Change. Focus on basics: connecting research and teaching, 2 (C). Retrieved October from http://www.ncsall.net/index.html@id=395.html
Google Scholar CrossrefRoberts, S. M., & Pruitt, E. Z. (2009). School as learning communities. Thousand Oaks, CA: Corwin Press.
Google Scholar CrossrefRockwell, E., & Ezpeleta, J. (1987). La escuela: relato de un proceso de construcción inconcluso. Cuadernos de Investigación Educativa. México: DIE-CINVESTAV.
Google Scholar CrossrefRubin, H.J., & Rubin, I. S. (2012). Qualitative Interviewing: The art of hearing data. Newsbury Park CA: Sage.
Google Scholar CrossrefSandelowski, M. (1995). Sample size in qualitative research. Research in Nursing & Health, 18(2), 179-183
Google Scholar CrossrefSarason, S. (1990). The predictable failure of educational reform. San Francisco, CA: Jossey-Bass.
Google Scholar CrossrefSenge, P. (1990). The fifth discipline: The art and practice of the learning organization. New York, NY: Doubleday.
Google Scholar CrossrefSenge, P., Cambron-McCabe, N., Lucas, T., Smith, B., Dutton, J., & Kleiner, A. (2000). Schools that learn. New York, NY: Doubleday.
Google Scholar CrossrefSergiovanni, T. (1994). Building community in schools. San Francisco, CA: Jossey Bass.
Google Scholar CrossrefSkalicky, J., and West, M. (2008). UTAS Community of practice initiative. Centre for the Advancement of Learning and Teaching.
Google Scholar CrossrefSpradley, J.A. (1979). Participant observation. Belmont, CA: Cengage Learning.
Google Scholar CrossrefStake, R. (2006). Multiple case study analysis. New York: The Guilford Press.
Google Scholar CrossrefStoll, L., Bollam, R., McMahon, A., Wallace, M., & Thomas, S. (2006). Professional learning communities a review of the literature. Journal of Educational Change. 7, 221–258. doi10.1007/s10833-006-0001-8.
Google Scholar CrossrefStoll, L. & Fink, D. (1996). Changing our schools: Linking School Effectiveness and
Google Scholar CrossrefSchool Improvement. Buckingham: Open University Press.
Google Scholar CrossrefToole, J.C. & Louis, K.S. (2002). The role of professional learning communities in international education. In K. Leithwood & P. Hallinger. (Eds), Second international handbook of educational leadership and administration. Dordrecht: Kluwer.
Google Scholar CrossrefWenger, E. (2001). Communities of Practice: Learning, meaning, and identity (Learning in doing: social, cognitive and computational perspectives). New York: Cambridge University Press
Google Scholar CrossrefWolcott, H.F. (1997). Ethnographic research in education. In R.M. Jaeger (Ed.), Complementary Methods for Research in Education (pp. 327-353).Washington, D.C: American Educational Research Association.
Google Scholar CrossrefZepeda, S. (2004). Leadership to Build Learning Communities. The Educational Forum, 68(2), 144-15.
Google Scholar CrossrefDescargas
Publicado
Metrics
Almetric
Dimensions
Cómo citar
Número
Sección
Licencia
Todos los artículos se publican bajo copyright Creative Commons (CC BY). Los autores poseen los derechos de autor y conservan los derechos de publicación sin restricciones, pero los autores permiten que cualquiera descargue, reutilice, reimprima, modifique, distribuya y/o copie los artículos siempre que se cite la fuente original.