Hacia la Implantación de Comunidades Profesionales de Aprendizaje Mediante un Liderazgo DistribuidoUna Revisión Sistemática

  1. Inmaculada García-Martínez 1
  2. Lina Higueras-Rodríguez 1
  3. Estefanía Martínez-Valdivia 2
  1. 1 Universidad de Granada
    info

    Universidad de Granada

    Granada, España

    ROR https://ror.org/04njjy449

  2. 2 Universidad de Jaén
    info

    Universidad de Jaén

    Jaén, España

    ROR https://ror.org/0122p5f64

Revue:
REICE: Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación

ISSN: 1696-4713

Année de publication: 2018

Volumen: 16

Número: 2

Pages: 117-132

Type: Article

DOI: 10.15366/REICE2018.16.2.007 DIALNET GOOGLE SCHOLAR lock_openAccès ouvert editor

D'autres publications dans: REICE: Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación

Objectifs de Développement Durable

Résumé

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.

Références bibliographiques

  • Bandur, A. (2012). School-based management developments: Challenges and impacts. Journal of Educational Administration, 50(6), 845-873. https://doi.org/10.1108/09578231211264711
  • Barnes, C. A., Camburn, E., Sanders, B. R. y Sebastian, J. (2010). Developing instructional leaders: Using mixed methods to explore the black box of planned change in principals’ professional practice. Educational Administration Quarterly, 46(2), 241-279. https://doi.org/10.1177/1094670510361748
  • Bolívar, A. (2000). Los centros educativos como organizaciones que aprenden. Madrid: La Muralla.
  • Bolívar, A. (2008). Otra alternativa de innovación, las comunidades profesionales de aprendizaje. Ponencia presenta en el XIII Congreso de UECOE: Educar, innovar para la transformación social). Gijón.
  • Bolívar, A. (2010). El liderazgo educativo y su papel en la mejora: Una revisión actual de sus posibilidades y limitaciones. Psicoperspectivas, 9(2), 9-33. https://doi.org/10.5027/psicoperspectivas-Vol9-Issue2-fulltext-112
  • Bolívar, A. (2014). Construcción de capacidades de la escuela: Liderazgo compartido y comunidades profesionales de aprendizaje. Una propuesta de investigación. International Journal of Educational Leadership and Management, 2(2), 147-175.
  • Bolívar, A. y Bolívar Ruano, M. R. (2013). Construir la capacidad de mejora escolar: Liderazgo distribuido en una comunidad profesional de aprendizaje. Revista Educ@rnos, 11, 11-34.
  • Darling-Hammond, L. (2006). Constructing 21st-century teacher education. Journal of Teacher Education, 57(3), 300-314. https://doi.org/10.1177/0022487105285962
  • Fullan, M. (2010). All systems go: The change imperative for whole system reform. Thousands Oaks, CA: Sage.
  • Garza, J. E., Drysdale, L., Gurr, D., Jacobson, S. y Merchant, B. (2014). Leadership for school success: Lessons from effective principals. International Journal of Educational Management, 28(7), 798-811. https://doi.org/10.1108/IJEM-08-2013-0125
  • Goleman, D. (2012). El cerebro y la inteligencia emocional: Nuevos descubrimientos. Barcelona: Ediciones B.
  • Hallinger, P. y Heck, R. H. (2010). Collaborative leadership and school improvement: Understanding the impact on school capacity and student learning. School Leadership & Management, 30(2), 95-110. https://doi.org/10.1080/13632431003663214
  • Hallinger, P. y Heck, R. H. (2014). Liderazgo colaborativo y mejora escolar: Comprendiendo el impacto sobre la capacidad de la escuela y el aprendizaje de los estudiantes. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 12(4e), 71-88.
  • Hallinger, P. y Liu, S. (2016). Leadership and teacher learning in urban and rural schools in China: Meeting the dual challenges of equity and effectiveness. International Journal of Educational Development, 51, 163-173. https://doi.org/10.1016/j.ijedudev.2016.10.001
  • Hargreaves, A. y Fullan, M. (2014). Capital profesional: Transformar la enseñanza en cada escuela. Madrid: Morata.
  • Harris, A. (2014). Distributed leadership matters: Perspectives, practicalities, and potential. Thousand Oaks, CA: Corwin. https://doi.org/10.4135/9781483332574
  • Harris, A. y Jones, M. (2010). Professional learning communities and system improvement. Improving Schools, 13(2), 172-181. https://doi.org/10.1177/1365480210376487
  • Hauge, T. E., Norenes, S. O. y Vedøy, G. (2014). School leadership and educational change: Tools and practices in shared school leadership development. Journal of Educational Change, 15(4), 357-376. https://doi.org/10.1007/s10833-014-9228-y
  • Hulpia, H., Devos, G., Rosseel, Y. y Vlerick, P. (2012). Dimensions of distributed leadership and the impact on teachers' organizational commitment: A study in secondary education. Journal of Applied Social Psychology, 42(7), 1745-1784. https://doi.org/10.1111/j.1559-1816.2012.00917.x
  • Hulsbos, F. A., Evers, A. T. y Kessels, J. W. (2016). Learn to lead: Mapping workplace learning of school leaders. Vocations and Learning, 9(1), 21-42. https://doi.org/10.1007/s12186-015-9140-5
  • Javadi, V., Bush, T. y Ng, A. (2017). Middle leadership in international schools: Evidence from Malaysia. School Leadership & Management, 37(5), 476-499. https://doi.org/10.1080/13632434.2017.1366439
  • Krichesky, G. J. y Murillo, F. J. (2011). Las comunidades profesionales de aprendizaje: Una estrategia de mejora para una nueva concepción de escuela. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 9(1), 66-83.
  • Lahtero, T. J., Lång, N. y Alava, J. (2017). Distributed leadership in practice in Finnish schools. School Leadership & Management, 37(3), 217-233. https://doi.org/10.1080/13632434.2017.1293638
  • Leclerc, M., Moreau, A. y Lépine, M. (2009, junio). What schools are saying of the ways to improve their functioning as a professional learning community. Comunicación presentada en European Conference on Educational Research. Viena.
  • Liljenberg, M. (2015). Distributing leadership to establish developing and learning school organisations in the Swedish context. Educational Management Administration & Leadership, 43(1), 152-170. https://doi.org/10.1177/1741143213513187
  • López-Yáñez, J. y Sánchez-Moreno, M. (2013). Levers for sustainable improvement of Spanish schools in challenging contexts. Journal of Educational Change, 14(2), 203-232. https://doi.org/10.1007/s10833-012-9198-x
  • Martínez-Valdivia, E., García-Martínez, I. e Higueras-Rodríguez, M. L. (2018). El liderazgo para la mejora escolar y la justicia social. Un estudio de caso sobre un centro de educación secundaria obligatoria. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 16(1), 35-51. https://doi.org/10.15366/reice2018.16.1.003
  • Mifsud, D. (2017). Distribution dilemmas: Exploring the presence of a tension between democracy and autocracy within a distributed leadership scenario. Educational Management Administration & Leadership, 45(6), 978-1001. https://doi.org/10.1177/1741143216653974
  • Murillo, F. J. (2005). La investigación sobre eficacia escolar. Barcelona: Octaedro.
  • Murillo, F. J. (2008). Hacia un modelo de eficacia escolar. Estudios multinivel sobre los factores de eficacia en las escuelas españolas. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 6(1), 4-28.
  • Murillo, F. J. y Krichesky, G. J. (2015). Mejora de la escuela: Medio siglo de lecciones aprendidas. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 13(1), 69-102.
  • OCDE. (2009). Creating effective teaching and learning environments: First results from TALIS. París: OCDE. https://doi.org/10.1787/9789264068780-en
  • OCDE. (2014). Panoramas de la educación indicadores de la OCDE 2014. Madrid: Ministerio de Educación, Cultura y Deporte.
  • Piyaman, P., Hallinger, P. y Viseshsiri, P. (2017). Addressing the achievement gap: Exploring principal leadership and teacher professional learning in urban and rural primary schools in Thailand. Journal of Educational Administration, 55(6), 717-734. https://doi.org/10.1108/JEA-12-2016-0142
  • Seashore-Louis, K. (2007). Changing the culture of schools: Professional community, organizational learning, and trust. Journal of School Leadership, 16(4), 477-489.
  • Seashore-Louis, K., Leithwood, K., Wahlstrom, K. L. y Anderson, S. E. (2010). Learning from leadership: Investigating the links to improved student learning. Minneapolis, MN: The Wallace Foundation Center for Applied Research and Educational Improvement.
  • Sheppard, B. y Dibbon, D. (2011). Improving the capacity of school system leaders and teachers to design productive learning environments. Leadership and Policy in Schools, 10(2), 125-144. https://doi.org/10.1080/15700763.2010.502610
  • Spillane, J. (2006). Distributed leadership. San Francisco, CA: Jossey-Bass.
  • Spillane, J. P., Camburn, E. M., Pustejovsky, J., Stitziel Pareja, A. y Lewis, G. (2008). Taking a distributed perspective: Epistemological and methodological tradeoffs in operationalizing the leader-plus aspect. Journal of Educational Administration, 46(2), 189-213. https://doi.org/10.1108/09578230810863262
  • Stevenson, M., Hedberg, J. G., O’Sullivan, K. A. y Howe, C. (2016). Leading learning: The role of school leaders in supporting continuous professional development. Professional Development in Education, 42(5), 818-835. https://doi.org/10.1080/19415257.2015.1114507
  • Stoll, L., Bolam, R., McMahon, A., Wallace, M. y Thomas, S. (2006). Professional learning communities: A review of the literature. Journal of Educational Change, 7(4), 221-258. https://doi.org/10.1007/s10833-006-0001-8
  • Wang, T. (2016). School leadership and professional learning community: Case study of two senior high schools in Northeast China. Asia Pacific Journal of Education, 36(2), 202-216. https://doi.org/10.1080/02188791.2016.1148849
  • Wieczorek, D. (2017). Principals’ perceptions of public schools’ professional development changes during NCLB. Education Policy Analysis Archives, 25, 1-49. https://doi.org/10.14507/epaa.25.2339
La source de données: Dialnet