Teachers’ and Principals’ Collaboration in Learning Communities for the Generation of Emerging Planning Strategies in México’s Public Elementary Schools

• In Event: Roundtable Session 2
  In Roundtable Session: Emerging Themes in Educational Change: Shifting Roles, New Technologies, and Complexity

Abstract

This study attempts to answer the question: How do teachers and principals of public elementary schools generate emerging strategies for school planning in professional learning communities? The study was conducted with the voluntary participation of sixty teachers and five principals from fifteen communities of public schools in Nuevo León, Chihuahua and Hermosillo, México, from August 2011 to May 2013. Participatory observation was performed, as defined in the multiple cases approach (Stake, 2006), in addition to conducting interviews with teachers and principals. This papers presents some preliminary findings, which are indicative of the initial difficulties and concerns when organizing as a community, the difference in the collaboration and participation levels, and the benefits of becoming a learning community.

Authors

• Manuel Flores Fahara, Monterey Institute for Technology and Education

• Maria Ileana Ruiz, Tecnológico de Monterrey