چکیده (انگلیسی):

The professional learning communities and communities of practice approaches in
the arena of education appear to hold considerable promise for sustainable school
improvement. These approaches flow from the assumption that teacher´s
collaboration is central to transform a school into a learning organization. They also
provide opportunities for teachers’ professional development. The literature shows
that schools are frequently called upon to improve by developing high levels of
teacher collaboration. In this study we describe how the process of building a
professional learning community took place in two urban public elementary schools
located in Monterrey, Mexico in which seven teachers participated, from which
three were novices and four experts. Through this study, we found that teachers
visualized as possible the ability to generate a space where they could reflect and
solve problems while they shared experiences from their teaching practices. This
space of reflection also allowed them to create projects and develop a sense of
community when they had more time available since the schools were usually
involved in many projects.