EVALUACIÓN DEL PROCESO DE TRANSFORMACIÓN DE LA ESCUELA EN COMUNIDADES PROFESIONALES DE APRENDIZAJE.

The teaching profession can no longer be understood without collegiate work, which allows professionals not only to be good individual recipe applicators but, above all, to feel safe to develop common methodological strategies, try out new collective practices and be recognized for them. This conception supposes the transformation of the prevailing professional teaching culture, to reach constant agreements on what should be learned in each educational entity, and, consequently, when, and how, what has been learned should be taught and evaluated, on the behaviour of educational agents, as well as the type of institutional experiences to stimulate the desired learning. Considering the educational entity as a complex system, the model of positive educational transformation in professional learning communities (PLC), allows an intervention in all these dimensions jointly, with the purpose of eventually taking it to its inflection point, through a highly participatory approach of reflection on practice and collaboration among equals to generate autonomous work structures that sustain long-term transformation. The field work carried out using the case methodology, and the subsequent triangulation of project documentation, online surveys and interviews, has allowed us to conclude on the importance of aligning teaching and management practices, and the degree of maturity of the educational organization in terms of the beliefs of its members, the technical-pedagogical variables, the internal culture, the leadership, the communication between the educational agents, as well as the organization and management, in the processes of positive educational transformation. [ABSTRACT FROM AUTHOR]