LA COLABORACIÓN DOCENTE COMO FACTOR DE APRENDIZAJE Y PROMOTOR DE MEJORA. UN ESTUDIO DE CASOS
Resumen
Palabras clave
Texto completo:
PDFReferencias
Bolam, R., McMahon, A., Stoll, L., Thomas, S. & Wallace, M. (2005). Creating and sustaining professional learning communities. Research Report Number 637. Londres: General Teaching Council for England.
Butler, D. L. & Schnellert, L. (2012). Collaborative inquiry in teacher professional development. Teaching and Teacher Education, 28(8), 1206–1220.
Crawford, M. (2012). Solo and distributed leadership: Definitions and dilemmas. Educational Management Administration & Leadership, 40(5), 610–620.
Day, Ch. (2005). Formar docentes: cómo, cuándo y en qué condiciones aprende el profesorado. Madrid: Narcea.
Donmoyer, R., Yennie-Donmoyer, J. & Galloway, F. (2012). The search for connections across principal preparation, principal performance, and student achievement in an exemplary principal preparation program. Journal of Research on Leadership Education, 7(1), 5–43.
DuFour, R., DuFour, R., Eaker, R. & Many, Th. (2010). Learning by doing. A Handbook for Professional Learning Communities at Work. Bloomington, IN: Solution Tree Press.
Duke, D. L. (2006). What we know about improving low-performing schools. Phi Delta Kappan, 87(10), 728-734.
Escudero Muñoz, J. M. (2009). Comunidades docentes de aprendizaje, formación del profesorado y mejora de la Educación. Ágora para la Educación Física y el Deporte, 10, 7-31.
Gairín, J. (2000). Cambio de cultura y organizaciones que aprenden. Educar, 27, 31-85.
Glaser, B. y Strauss, A. (1967). The Discovery of Grounded Theory: Strategies for Qualitative Research. Chicago, IL: Aldine Publishing Company
Goddard, R., Hoy, W. & Hoy, A. (2000). Collective teacher efficacy: Its meaning and meassure, and impact on student achievement. American Educational Research Journal, 37(2), 479-507.
Grossman, P., Wineburg, S. & Woolworth, S. (2001). Toward a theory of teacher community. Teachers College Record, 103(6), 942-1012.
Hargreaves, A. & Shirley, D. (2012). The Global Fourth Way. The Quest for Educational Excellent. Thousand Oaks, CA: Corwin Press.
Hopkins, D. (2010). A Teacher´s guide to Classroom Research. Maidenhead: Open University Press.
Hord, S. y Hirsh, S. (2008). Making the promise a reality. En A. Blankstein, P. Houston y R. Cole (Eds.), Sustaining Professional Learning Communities (pp. 23-40). Thousand Oaks, CA: Corwin Press.
Horn, I. & Little, J. (2010). Attending to problems of practice: Routines and resources for professional learning in teachers´ workplace interactions. American Educational Research Journal, 47(1), 181-217.
Huberman, M. (1993). The model of the independent artisan in teachers’ professional relationships. En J. Little y M. McLaughlin (Eds.), Teachers’ Work: Individuals, Colleagues and Contexts (pp.11-50). Nueva York: Teachers College Press.
Huffman, J. & Hipp, K. (2003). Reculturing Schools as Professional Learning Communities. Lanham: Scarecrow Education.
Jäppinen, A., Leclerc, M. & Tubin, D. (2015). Collaborativeness as the core of professional learning communities beyond culture and context: evidence from Canada, Finland, and Israel. School Effectiveness and School Improvement: An International Journal of Research, Policy and Practice, [online] DOI:10.1080/09243453.2015.1067235
King, M. y Bouchard, K. (2011). The capacity to build organizational capacity in schools. Journal of Educational Administration, 49(6), 653-669.
Lavié Martínez, J. M. (2004a). Microcontextos para la colaboración docente: el caso de los equipos de ciclo. Revista de Educación, 335, 345-370.
Lavié Martínez, J. M. (2004b). Individualismo y privacidad en la cultura docente: revisando los argumentos. Revista Española de Pedagogía, 229, 439-454.
Lavié Martínez, J. M. (2006). Academic Discourses on School-Based Teacher Collaboration: Revisiting the Arguments. Educational Administration Quarterly, 42(5), 773-805.
Little, J. (1990). The persistence of privacy: autonomy and initiative in teacher´s professional relations. Teachers College Record, 91(4), 509- 535.
Little, J. (2002). Locating learning in teachers´ communities of practice: opening up problems of analysis in records of everyday work. Teaching and Teacher Education, 18(8), 917- 946.
Little, J. & Horn, I. (2007). ´Normalizing ´ problems of practice: converting routine conversation into a resource for learning in professional communities. En L. Stoll & K. S. Louis (Eds.), Professional Learning communities: Divergence, Depth and Dilemmas (pp. 79-92). Columbus, OH: Open University Press.
Lortie, D. (1975). Schoolteacher: A sociological study. Chicago, IL: The University of Chicago Press.
Martin, P. C. (2014). Stumped by Student Needs: Factors in Developing Effective Teacher Collaboration. Electronic Journal for Inclusive Education, 3(2).
McLaughlin, M. & Talbert, J. (2006). Building School-Based Teacher Learning Communities. Professional strategies to improve student achievement. Nueva York: Teacher´s College Press.
Muijs, D. & Rumyantseva, N. (2014). Coopetition in education: Collaborating in a competitive environment, Journal of Educational Change, 15(1), 1–18.
Rosenholtz, S. (1989). Teachers Workplace: The Social Organization of Schools. White Planis, NY: Longman.
Sarason, S. (1982). Culture of the school and the problem of change. Boston: Allyn & Bacon.
Sebastian, J. & Allensworth, E. (2012). The influence of principal leadership on classroom instruction and student learning: A study of mediated pathways to learning. Educational Administration Quarterly, 48(4), 626–663.
Senge, P. (2002). La Quinta Disciplina: Escuelas que Aprenden. Bogotá: Norma.
Silins, H. & Mulford, W. (2004). Schools as Learning Organizations. Effects on Teacher Leadership and Student Outcomes. School Effectiveness and School Improvement, 15(3-4), 443-466.
Smyth, J. (2001). Critical politics of teachers work: An Australian perspective. Nueva York: Peter Lang.
Szczesiul, S. (2014). The [un]spoken challenges of administrator collaboration: An exploration of one district leadership team’s use of protocols to promote reflection and shared theories of action. Journal of Educational Change, 15(4), 411–442.
Szczesiul, S. & Huizenga, J. (2014). The burden of leadership: Exploring the principal’s role in teacher collaboration. Improving Schools, 17(2), 176-191.
Thoonen, E., Sleegers, P., Oort, F. & Peetsma, T. (2012). Building schoolwide capacity for improvement: The role of leadership, school organizational conditions, and teacher factors. School Effectiveness and School Improvement, 23(4), 441–460.
Vescio, V., Ross, D. & Adams, A. (2008). A review of research on the impact of profesional learning communities on teaching practice and student learning. Teaching and teacher education, 24(1), 80-91.
DOI: https://doi.org/10.5944/educxx1.20181
Enlaces refback
- No hay ningún enlace refback.

Este obra está bajo una licencia de Creative Commons Reconocimiento-NoComercial 4.0 Internacional.
Educación XX1 Decanato de la Facultad de Educación. UNED
|
ISSN (versión impresa): 1139-613X ISSN (versión electrónica): 2174-5374
|