Esta tesis se inscribe en la línea de investigación sobre la formación docente. Busca comprender cómo se desarrollan las comunidades de aprendizaje profesional (CAP) en la escuela y su aporte al desarrollo profesional docente a través de la práctica reflexiva. Se plantea la investigación a partir de la filosofía del pragmatismo, de referentes teóricos sobre la reflexión y el aprendizaje entre pares. Es un estudio cualitativo de caso múltiple realizado en cuatro escuelas públicas del Perú, en las ciudades de Trujillo, Sullana, Cusco y Pucallpa. La recolección de datos se realizó en el 2020 y 2021 durante la educación remota con uso de técnicas Ciberetnográficas a través de la plataforma Zoom. En cuanto a la organización, la CAP es un espacio organizado y estructurado para la reflexión de la práctica pedagógica de los docentes. Se identificaron seis dimensiones que i...

Esta tesis se inscribe en la línea de investigación sobre la formación docente. Busca comprender cómo se desarrollan las comunidades de aprendizaje profesional (CAP) en la escuela y su aporte al desarrollo profesional docente a través de la práctica reflexiva. Se plantea la investigación a partir de la filosofía del pragmatismo, de referentes teóricos sobre la reflexión y el aprendizaje entre pares. Es un estudio cualitativo de caso múltiple realizado en cuatro escuelas públicas del Perú, en las ciudades de Trujillo, Sullana, Cusco y Pucallpa. La recolección de datos se realizó en el 2020 y 2021 durante la educación remota con uso de técnicas Ciberetnográficas a través de la plataforma Zoom. En cuanto a la organización, la CAP es un espacio organizado y estructurado para la reflexión de la práctica pedagógica de los docentes. Se identificaron seis dimensiones que i...

The objective of this study was to analyze the perceptions of school leaders regarding the principles and practices that guide the construction and development of Professional Learning Communities (PLCs) in schools in Chile and Peru. A qualitative methodology with a descriptive scope was employed. Six school leaders were intentionally selected to participate. Data collection was conducted through focus groups, and the analysis was carried out using grounded theory. The results indicate that participants emphasize pedagogical and distributed leadership as key factors in consolidating PLCs, fostering collaboration and critical reflection on teaching practices. It is concluded that PLCs are fundamental in creating collaborative cultures that enhance educational quality, provided that a shared vision of learning is established.

The objective of this study was to analyze the perceptions of school leaders regarding the principles and practices that guide the construction and development of Professional Learning Communities (PLCs) in schools in Chile and Peru. A qualitative methodology with a descriptive scope was employed. Six school leaders were intentionally selected to participate. Data collection was conducted through focus groups, and the analysis was carried out using grounded theory. The results indicate that participants emphasize pedagogical and distributed leadership as key factors in consolidating PLCs, fostering collaboration and critical reflection on teaching practices. It is concluded that PLCs are fundamental in creating collaborative cultures that enhance educational quality, provided that a shared vision of learning is established.

The objective of this study was to analyze the perceptions of school leaders regarding the principles and practices that guide the construction and development of Professional Learning Communities (PLCs) in schools in Chile and Peru. A qualitative methodology with a descriptive scope was employed. Six school leaders were intentionally selected to participate. Data collection was conducted through focus groups, and the analysis was carried out using grounded theory. The results indicate that participants emphasize pedagogical and distributed leadership as key factors in consolidating PLCs, fostering collaboration and critical reflection on teaching practices. It is concluded that PLCs are fundamental in creating collaborative cultures that enhance educational quality, provided that a shared vision of learning is established.