Las comunidades de aprendizaje como herramienta para el desarrollo profesional: una revisión sistemática
Learning communities as a tool for professional development: a systematic reviewContenido principal del artículo
Introducción: Las comunidades de aprendizaje profesional (CAPs) constituyen un enfoque emergente para el desarrollo docente, promoviendo la colaboración, el aprendizaje compartido y la mejora de la práctica pedagógica. En América Latina, estas comunidades han ganado relevancia en la educación superior y básica, generando un creciente interés en la literatura científica desde 2020. Objetivo: Revisar y analizar las publicaciones recientes sobre CAPs para docentes en América Latina, identificando tendencias, motivaciones, impactos y condiciones que favorecen su implementación. Metodología: Se realizó una revisión sistemática de artículos publicados entre 2020 y 2024. Se incluyeron estudios que abordaran la formación y participación docente en CAPs, considerando diversos contextos educativos y modalidades de aprendizaje profesional. Resultados: La revisión muestra un aumento sostenido de publicaciones sobre CAPs en la región. Se identifican múltiples motivaciones para su surgimiento: mandatos institucionales, proyectos de desarrollo profesional y necesidades de apoyo mutuo entre docentes. Los posibles impactos de la participación incluyen aprendizaje colaborativo, incremento de la eficacia profesional, innovación pedagógica y fortalecimiento de relaciones de confianza. Además, se destacan condiciones clave para desarrollar y sostener CAPs: respaldo sólido de liderazgo, infraestructura adecuada, enfoque centrado en la enseñanza y aprendizaje, y relaciones de confianza de calidad. Conclusiones: Las CAPs representan una estrategia prometedora para el desarrollo profesional docente en América Latina. Su efectividad depende de un entorno institucional favorable, recursos adecuados y relaciones de confianza entre los participantes, lo que permite maximizar su impacto en la mejora de la práctica educativa.
Introduction: Professional Learning Communities (PLCs) constitute an emerging approach to teacher development, fostering collaboration, shared learning, and the enhancement of pedagogical practices. In Latin America, these communities have gained prominence in both basic and higher education, leading to a growing body of scientific literature since 2020. Objective: To review and analyze recent publications on teacher-oriented PLCs in Latin America, identifying trends, motivations, impacts, and the enabling conditions for their implementation. Methodology: A systematic review of articles published between 2020 and 2024 was conducted. The study included research addressing teacher training and participation in PLCs across diverse educational contexts and professional learning modalities. Results: The review reveals a sustained increase in publications on PLCs within the region. Multiple drivers for their emergence were identified, including institutional mandates, professional development projects, and the need for mutual support among educators. Key impacts of participation include collaborative learning, enhanced professional self-efficacy, pedagogical innovation, and the strengthening of trust-based relationships. Furthermore, critical conditions for developing and sustaining PLCs were highlighted: robust leadership support, adequate infrastructure, a focus on teaching and learning, and high-quality interpersonal trust. Conclusions: PLCs represent a promising strategy for teacher professional development in Latin America. Their effectiveness depends on a supportive institutional environment, adequate resources, and trust-based relationships, which collectively maximize their impact on the improvement of educational practice.
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