<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1409-4258</journal-id>
<journal-title><![CDATA[Revista Electrónica Educare]]></journal-title>
<abbrev-journal-title><![CDATA[Educare]]></abbrev-journal-title>
<issn>1409-4258</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional. CIDE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-42582021000100055</article-id>
<article-id pub-id-type="doi">10.15359/ree.25-1.4</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Liderazgo docente en comunidades profesionales de aprendizaje: Estudio de caso de dos escuelas públicas en México]]></article-title>
<article-title xml:lang="en"><![CDATA[Teaching Leadership in Professional Learning Communities: A Case Study From Two Public Schools in Mexico]]></article-title>
<article-title xml:lang="pt"><![CDATA[Liderança docente em comunidades profissionais de aprendizagem: Estudo de caso de duas escolas públicas no México]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Flores-Fahara]]></surname>
<given-names><![CDATA[Manuel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bailey-Moreno]]></surname>
<given-names><![CDATA[Josefina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Torres-Arcadia]]></surname>
<given-names><![CDATA[Carmen Celina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Tecnologico de Monterrey Escuela de Humanidades y Educación ]]></institution>
<addr-line><![CDATA[ Nuevo León]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Tecnologico de Monterrey Escuela de Humanidades y Educación ]]></institution>
<addr-line><![CDATA[ Nuevo León]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Tecnologico de Monterrey Escuela de Negocios ]]></institution>
<addr-line><![CDATA[ Nuevo León]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2021</year>
</pub-date>
<volume>25</volume>
<numero>1</numero>
<fpage>55</fpage>
<lpage>76</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-42582021000100055&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-42582021000100055&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-42582021000100055&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este estudio tuvo como objetivo describir el liderazgo docente que ejercen profesoras y directivas en comunidades profesionales de aprendizaje, en dos escuelas primarias públicas. Desde el enfoque de investigación de casos multiples de corte cualitativo, se utilizó la observación naturalista y las entrevistas conversacionales. El desarrollo de las comunidades fue acorde con el modelo de aprendizaje organizacional, que comprende: organización inicial, identificación de problemática, adquirir conocimiento, compartir, usar y difundir conocimiento. Los resultados indican similitudes y diferencias en la participación de las profesoras y directivas en ambos casos. Entre las similitudes se encontró que la experiencia ayudó a las participantes a crecer y a aprender, y que es posible estimular el liderazgo y colaboración en el marco de una comunidad profesional de aprendizaje. Entre las diferencias, la disposición de las directivas fue notoria, mientras que en una de las escuelas todas las maestras participaron motivadas por la directora, en la otra escuela no se contó con el apoyo de las directivas y las profesoras participaron en forma espontánea. Es posible concluir que en ambas escuelas se observó el surgimiento del liderazgo docente al darles voz a las participantes en sus iniciativas, ideas, experiencias, creatividad y el reconocimiento al dominio personal. Finalmente, ante la resistencia e incertidumbre que estos procesos producen, se propone que estos temas de colaboración en CPA y de liderazgo distribuido se constituyan como pilares de la escuela y sean incorporados en la cultura escolar, así como en la formación inicial y continúa de personal docente y directivo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[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&#8217;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.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este estudo teve como objetivo descrever a liderança de docentes exercida por professoras e a direção em comunidades de aprendizagem profissional, em duas escolas públicas de ensino fundamental. Sob o enfoque de pesquisa de casos múltiplos de abordagem qualitativa foi utilizada a observação naturalista e as entrevistas conversacionais. O desenvolvimento das comunidades obedeceu ao modelo de aprendizagem organizacional, que inclui: organização inicial, identificação de problemas, aquisição de conhecimentos, partilha, utilização e disseminação de conhecimentos. Os resultados indicam semelhanças e diferenças na participação de professoras e da direção, em ambos os casos. Entre as semelhanças, verificou-se que a experiência ajudou as participantes a crescer e aprender que é possível estimular a liderança e a colaboração no âmbito de uma comunidade de aprendizagem profissional. Entre as diferenças, a disposição da direção foi notória, enquanto em uma das escolas todas as professoras participaram motivadas pela diretora, na outra escola não tiveram o apoio da diretoria e as professoras participaram espontaneamente. É possível concluir que em ambas as escolas, o surgimento da liderança de docentes foi observada, dando voz as participantes em suas iniciativas, ideias, experiências, criatividade e reconhecimento do domínio pessoal. Por fim, dadas às resistências e incertezas que esses processos produzem, propõe-se que essas questões da colaboração na CPA e da liderança distribuída se tornem os pilares da escola e sejam incorporadas na cultura escolar, bem como na formação inicial e continuada de professores e diretoria.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Liderazgo docente]]></kwd>
<kwd lng="es"><![CDATA[comunidades profesionales de aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[profesorado de educación básica]]></kwd>
<kwd lng="en"><![CDATA[Teacher leadership]]></kwd>
<kwd lng="en"><![CDATA[professional learning communities]]></kwd>
<kwd lng="en"><![CDATA[elementary school teacher]]></kwd>
<kwd lng="pt"><![CDATA[Liderança docente]]></kwd>
<kwd lng="pt"><![CDATA[comunidades profissionais de aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[professor de educação básica]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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