Prácticas de las comunidades profesionales de aprendizaje: experiencia de los docentes de portugués de un instituto de idiomas de Lima, en el periodo 2017-2022
Date
2023-10-31
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Pontificia Universidad Católica del Perú
Abstract
La presente sistematización recupera críticamente las prácticas de las
comunidades profesionales de aprendizaje que han posibilitado el desarrollo
profesional de los docentes de portugués de un Instituto privado de Lima, en el
periodo de 2017-2022. Los objetivos se enfocaron en describir -en primer lugar- los
procesos que dieron origen a las prácticas de aprendizaje en comunidad de los
docentes de portugués; segundo, en describir las características y la dinámica de
las comunidades profesionales de aprendizaje. Se analizaron las estrategias
individuales y colectivas que permitieron el desarrollo profesional de los docentes
de portugués; y finalmente, se identificaron los aprendizajes logrados por los
docentes que contribuyeron al fortalecimiento de la comunidad. El método usado
es la sistematización de experiencias y la recuperación de esta se realizó mediante
las técnicas revisión documental, grupo de discusión y la entrevista
semiestructurada, este último fue validado por especialistas y aplicado a los siete
docentes del instituto, en el cual he cumplido el rol de facilitador. El siguiente paso,
fue la elaboración de una matriz en la cual se hizo el vaciado de información, para
el respectivo análisis y discusión de los resultados. De esa manera, se logró
identificar las prácticas emergentes de las comunidades profesionales de
aprendizaje, las cuales posibilitan y contribuyen al desarrollo profesional del
colectivo docente. El grupo se caracteriza por el aprendizaje colectivo, trabajo
colaborativo, liderazgo compartido entre docentes y por el intercambio de
experiencias confirmando que hay una comunidad profesional de aprendizaje en
desarrollo, sin embargo, requiere del interés por parte de la organización para su
formalización o institucionalización como espacio de desarrollo profesional. De igual
manera, el trabajo colaborativo ha sido la principal estrategia utilizada por los
docentes para su desarrollo profesional.
The current systematization critically recovers the practices of professional learning communities that have enabled the professional development of Portuguese teachers from a private Institute in Lima, in the period 2017-2022. The objectives focused on describing -primarily- the processes that gave rise to the community learning practices of Portuguese teachers; secondly, in describing the characteristics and dynamics of professional learning communities. Individual and collective strategies that allowed the professional development of Portuguese teachers were analyzed; and finally, the learning achieved by the teachers that contributed to the strengthening of the community was identified. The method used is the systematization of experiences and the recovery of this was carried out through document review, the discussion group and the semi-structured interview, the latter was validated by specialists and applied to the seven teachers of the institute, in which I have fulfilled the role of facilitator. The next step was the elaboration of a matrix in which the information was emptied, for the respective analysis and discussion of the results. In this way, emerging practices of professional learning communities were identified, which enable and contribute to the professional development of the teaching community. The collective is characterized by collective learning, collaborative work, shared leadership among teachers and by the exchange of experiences confirming that there is a potential professional learning community, however, it requires interest on the part of the organization for it to be institutionalized. Similarly, collaborative work has been the main strategy for the professional development of Portuguese Teachers.
The current systematization critically recovers the practices of professional learning communities that have enabled the professional development of Portuguese teachers from a private Institute in Lima, in the period 2017-2022. The objectives focused on describing -primarily- the processes that gave rise to the community learning practices of Portuguese teachers; secondly, in describing the characteristics and dynamics of professional learning communities. Individual and collective strategies that allowed the professional development of Portuguese teachers were analyzed; and finally, the learning achieved by the teachers that contributed to the strengthening of the community was identified. The method used is the systematization of experiences and the recovery of this was carried out through document review, the discussion group and the semi-structured interview, the latter was validated by specialists and applied to the seven teachers of the institute, in which I have fulfilled the role of facilitator. The next step was the elaboration of a matrix in which the information was emptied, for the respective analysis and discussion of the results. In this way, emerging practices of professional learning communities were identified, which enable and contribute to the professional development of the teaching community. The collective is characterized by collective learning, collaborative work, shared leadership among teachers and by the exchange of experiences confirming that there is a potential professional learning community, however, it requires interest on the part of the organization for it to be institutionalized. Similarly, collaborative work has been the main strategy for the professional development of Portuguese Teachers.
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Keywords
Formación profesional de maestros--Perú, Portugués--Estudio y enseñanza--Perú, Trabajo en grupos (Educación)--Aprendizaje--Perú, Desarrollo profesional
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