CHALLENGES OF PROFESSIONAL LEARNING COMMUNITIES: A SYSTEMATIC REVIEW

Abstract

The objective of this systematic review was to determine the implications of Professional Learning Communities as an improvement strategy in educational institutions and how organizational structure, leadership, collaborative work and reflection of teaching practice, and shared mission and values have influenced the development of Professional Learning Communities. The development of this review article followed the methodology established in the PRISMA Statement, the scientific information was retrieved mainly from Scopus, EBSCO, PROQUEST, Scielo, Springer and Google Scholar with a range from 2017 to 2020. The time assumed to perform the identification, screening, eligibility and inclusion process was developed in two months. Of the 91 researches that resulted from the specialized search performed, 15 were finally included. To establish the inclusion criteria, research articles, systematic reviews and case studies were determined; peer-reviewed, relating organizational structure, leadership, collaborative work and reflection of teaching practice; and mission and values shared with professional learning communities. The exclusion criteria considered in the systematic review were those investigations that did not demonstrate a relationship or interrelation between the variables mentioned; either at the level of title, abstract, objectives and those with methodological deficiencies. The results indicate that the organizational structure, leadership, collaborative work and reflection of teaching practice; and the shared mission and values are determinants for the consolidation of Professional Learning Communities as a strategy that establishes actions for institutional improvement.