When education professionals reflect and share their practices in a climate of trust and collaboration, they impact student learning and the quality of education, this is the premise of one of the most powerful educational improvement strategies of the last years: The Professional Learning Communities. This essay analyzes the conditions for developing them and reports on the obstacles and facilitators for their implementation in Chilean schools, in order to consolidate a progressive implementation of this strategy, which fosters the increase of professional capital, since good teachers working together they are the firm and sustainable foundation of improvement and social justice.
Keywords:
Professional Learning Community, pedagogical leadership, collaborative culture, de-privatization, continuous improvement
Donoso Miranda, P. (2020). Professional Learning Communities: uma estratégia para pensat na escola, promover a justiça social e impostar a melhoria contínua. Revista Chilena De Pedagogía, 1(2), 107–131. https://doi.org/10.5354/2452-5855.2020.58078
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