Teaching Leadership in Professional Learning Communities: A Case Study From Two Public Schools in Mexico

Keywords: Teacher leadership, professional learning communities, elementary school teacher

Abstract

This study aimed to describe the teaching leadership exercised by female teachers and principals in professional learning communities (CPA) in two public elementary schools. Naturalistic observation and conversational interviews were used under a qualitative multiple-case research approach. The development of the communities was in accordance with the organizational learning model, which includes initial organization, identification of problems, acquisition of knowledge, sharing, and use and dissemination of knowledge. The results show similarities and differences in the participation of the teachers and principals in both schools. Among the similarities, it was found that the experience helped the participants to grow and learn and that it is possible to stimulate leadership and collaboration within the framework of a professional learning community. Among the differences, the disposition of the principal was notorious. While in one of the schools, all the teachers participated, motivated by the principal, in the other school, they did not have the principal’s support, and the teachers participated spontaneously. It is possible to conclude that, in both schools, the emergence of teaching leadership was observed by giving participants a voice in their initiatives, ideas, experiences, creativity, and recognition of personal mastery. Finally, given the resistance and uncertainty that these processes generate, it is proposed that the collaboration in CPA and distributed leadership topics become the pillars of the school and be incorporated into the school culture, as well as in the initial and continuous training of teachers and principals.

Author Biographies

Manuel Flores-Fahara, Tecnologico de Monterrey

Doctor en Filosofía Ph.D. Currículum & Instruction por The University of Texas at Austin.  Certificación en aprendizaje colaborativo por The University of British Columbia. Profesor investigador en la Escuela de Humanidades y Educación del Tecnológico de Monterrey. Ha fungido como director de la maestría en educación,  del Centro de investigación en educación, y coordinador de la Cátedra de investigación: La escuela como organización de conocimiento. Actualmente es miembro del Sistema Nacional de Investigadores Nivel 1.

Josefina Bailey-Moreno, Tecnologico de Monterrey

Doctora en Filosofía con Acentuación en Estudios de la Educación por la Universidad Autónoma de Nuevo León (UANL). Es profesora en la Maestría en Educación de la Escuela de Humanidades y Educación del Tecnológico de Monterrey. Sus líneas de investigación se enfocan al estudio de la práctica docente, formación y colaboración de profesores, comunidades de práctica y gestión escolar. Pertenece al Grupo de Investigación de Enfoque Estratégico Ciencia, Tecnología y Sociedad. Es miembro del Sistema Nacional de Investigadores Nivel C.

Carmen Celina Torres-Arcadia, Tecnologico de Monterrey

Doctora en Innovación Educativa por el Tecnológico de Monterrey. Coordinadora de la RIGE (Red de Investigación en Gestión Educativa) que se encuentra afiliada al ISSPP (International Successful School Principalship Project) en su capítulo mexicano (2009-a la fecha). Socia del Consejo Mexicano de Investigación Educativa (COMIE). Realiza investigación sobre gestión y liderazgo educativo. Es profesora en el Departamento de Gestión y Liderazgo del Tecnológico de Monterrey

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Published
2021-01-01
How to Cite
Flores-Fahara, M., Bailey-Moreno, J., & Torres-Arcadia, C. (2021). Teaching Leadership in Professional Learning Communities: A Case Study From Two Public Schools in Mexico. Revista Electrónica Educare, 25(1), 1-22. https://doi.org/10.15359/ree.25-1.4
Section
Articles (Peer Reviewed Section)

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