<?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>S1409-42582023000200137</article-id>
<article-id pub-id-type="doi">10.15359/ree.27-2.15870</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Teacher professional development: Perspectives from a research experience with teachers]]></article-title>
<article-title xml:lang="es"><![CDATA[Desarrollo profesional docente: Perspectivas desde una experiencia de investigación con docentes]]></article-title>
<article-title xml:lang="pt"><![CDATA[Desenvolvimento profissional do professor: perspectivas a partir de uma experiência de investigação com professores]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Aparicio-Molina]]></surname>
<given-names><![CDATA[Carolina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sepúlveda-López]]></surname>
<given-names><![CDATA[Felipe]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Católica de la Santísima Concepción  ]]></institution>
<addr-line><![CDATA[Concepción ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Católica de la Santísima Concepción  ]]></institution>
<addr-line><![CDATA[Concepción ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2023</year>
</pub-date>
<volume>27</volume>
<numero>2</numero>
<fpage>137</fpage>
<lpage>152</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-42582023000200137&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-42582023000200137&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-42582023000200137&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Objective.  To analyze the scope of realization of professional learning communities with teachers and management teams who implemented that intervention during two years in a high school in the south of Chile.  Methodology.  In this applied research, teachers participated in phases of diagnosis of training needs for professional development. Based on this, a proposal of work sessions theoretically and methodologically linked to the professional learning communities was structured. The proposal was designed and implemented together with the school&#8217;s management team. After the implementation, the study followed with qualitative interviews and focal groups about the experience conducted with 17 participants; these instances were analyzed by thematic analysis following the phenomenological approach.  Analysis of Results.  The analyses allowed the emergence of three elements related to professional learning and agency capacity. It was especially evident that teachers recognized their capacity to take charge of their professional learning by considering work routines, focusing on learning as a positive factor among teachers and being important in all phases of a collaborative work design.  Conclusions.  The findings show that, although specific stimuli, spaces, and moments are required to encourage teachers&#8217; work, it is possible to improve based on their own capacities, i.e., within each establishment, there is the possibility of achieving learning for all. This call is addressed to pedagogical leaders, who can modify their roles and adapt to professionals recognized as agents of change.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Objetivo.  Analizar el alcance de la realización del proyecto Comunidades Profesionales de Aprendizaje, con el profesorado y equipo directivo que implementaron dicha intervención durante dos años en un liceo del sur de Chile.  Metodología. En esta investigación aplicada, el profesorado participó en fases de diagnóstico de necesidades de formación para el desarrollo profesional. A partir de ello, se estructuró una propuesta de sesiones de trabajo vinculadas teórica y metodológicamente con las Comunidades Profesionales de Aprendizaje. La propuesta fue diseñada e implementada junto con el Equipo Directivo de la escuela. Luego de la implementación, el estudio siguió con una indagación cualitativa vía entrevistas y grupos focales sobre la experiencia con 17 protagonistas; estas instancias se analizaron por medio de un análisis temático con el enfoque fenomenológico.  Análisis de resultados.  Los análisis permitieron la emergencia de tres elementos relacionados con el aprendizaje profesional y la capacidad de agencia. Se evidenció especialmente que el personal docente reconoce su capacidad para hacerse cargo de su aprendizaje profesional mediante las rutinas de trabajo; centrarse en el aprendizaje como factor positivo entre docentes; y reconoce que esto es muy importante en todas las fases de un diseño de trabajo colaborativo.  Conclusiones. Los hallazgos dan cuenta de que, si bien se requieren estímulos, espacios y momentos específicos para incentivar el trabajo docente, es posible mejorar a partir de sus propias capacidades, es decir, que dentro de cada establecimiento está la posibilidad de alcanzar aprendizajes para todos y todas. Este llamado está dirigido a los grupos líderes en pedagogías, quienes pueden modificar sus roles y adaptarse a las personas profesionales que se reconocen como agentes de cambio.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Objetivo. Analisar o escopo de implementação das Comunidades de Aprendizagem Profissional com os professores e a equipe de gestão que implementaram esta intervenção durante dois anos em uma escola de ensino médio no sul do Chile.  Metodologia.  Nesta pesquisa aplicada, os professores participaram de fases de diagnóstico das necessidades de treinamento para o desenvolvimento profissional. Com base nisso, foi estruturada uma proposta para sessões de trabalho teoricamente e metodologicamente ligadas às Comunidades de Aprendizagem Profissional. A proposta foi elaborada e implementada em conjunto com a equipe de gestão da escola. Após a implementação, o estudo continuou com um inquérito qualitativo por meio de entrevistas e grupos de discussão sobre a experiência com 17 participantes; estas instâncias foram analisadas por meio de uma análise temática seguindo a abordagem fenomenológica.  Análise dos resultados.  As análises permitiram identificar três elementos relacionados à aprendizagem profissional e agência. Ficou especialmente evidente que os professores reconhecem sua capacidade de se responsabilizar por sua aprendizagem profissional levando em conta as rotinas de trabalho, focalizando a aprendizagem como um fator positivo entre os professores e importante em todas as fases de um projeto de trabalho colaborativo.  Conclusões.  As conclusões mostram que, embora sejam necessários estímulos, espaços e momentos específicos para incentivar o trabalho dos professores, é possível melhorar com base em suas próprias capacidades, ou seja, que dentro de cada estabelecimento existe a possibilidade de alcançar a aprendizagem para todos. Este apelo é dirigido aos líderes pedagógicos, que podem modificar seus papéis e adaptar-se aos profissionais que se reconhecem como agentes de mudança.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Teacher development]]></kwd>
<kwd lng="en"><![CDATA[qualitative applied research]]></kwd>
<kwd lng="en"><![CDATA[professional learning communities]]></kwd>
<kwd lng="es"><![CDATA[Desarrollo docente]]></kwd>
<kwd lng="es"><![CDATA[investigación cualitativa aplicada]]></kwd>
<kwd lng="es"><![CDATA[comunidades profesionales de aprendizaje]]></kwd>
<kwd lng="pt"><![CDATA[Desenvolvimento do profesor]]></kwd>
<kwd lng="pt"><![CDATA[pesquisa qualitativa aplicada]]></kwd>
<kwd lng="pt"><![CDATA[comunidades de aprendizagem profissional]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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