Red, Comunidad, Organización. La Escuela como Ecosistema de la Innovación Educativa
Palavras-chave:
Innovación, Mejora, Comunidad de aprendizaje, Red, Conocimiento organizativo![Creative Commons License](http://i.creativecommons.org/l/by-nc-nd/4.0/88x31.png)
Este trabalho está licenciado sob uma licença Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Resumo
Sea cual sea el punto de partida de un proceso de cambio en educación –un individuo, un aula, un equipo docente, el sistema político– el ecosistema que lo acoge y le da su forma definitiva es el centro escolar. Este artículo revisa la investigación actual sobre la organización escolar como contexto de la innovación, bajo la lente de dos conceptos que han transformado la teoría organizativa: comunidad y red. Se analizan los referentes teóricos y metodológicos, marcos de análisis e investigaciones concretas relacionados con la perspectiva comunitaria o de redes. Con sus respectivos matices, estas perspectivas asumen la innovación como un proceso de aprendizaje y de creación y movilización del conocimiento que se instala en una comunidad de práctica. Los vínculos sociales entre los miembros de esa comunidad prestan su forma original al proceso. Se constata además que los estudios sobre la innovación educativa que asumen la escuela como unidad de análisis están experimentando un notable progreso en el ámbito latinoamericano. El propósito último de los autores ha sido contribuir a la elaboración de un relato integrador que proporcione unidad y consistencia al campo de estudios de la innovación en la escuela y oriente la investigación futura.
Downloads
Referências
Adams, C. M. (2013). Collective trust: A social indicator of instructional capacity. Journal of Educational Administration, 51(3), 363-382. https://doi.org/10.1108/09578231311311519
Admiraal, W. y Lockhorst, D. (2012). The sense of community in school scale (SCSS). Journal of Workplace Learning, 24(4), 245-255. https://doi.org/10.1108/13665621211223360.
Ahumada, L., Maureira, O. y Castro, S. (2019). Strengthening distributed leadership in schools through collaborative research. Profesorado, Revista de Currículum y Formación del Profesorado, 23(2), 211-230. https://doi.org/10.30827/profesorado.v23i2.9252.
Ainscow, M. (2010). Achieving excellence and equity: reflections on the development of practices in one local district over 10 years. School Effectiveness and School Improvement, 21(1), 75-92. https://doi.org/10.1080/09243450903569759.
Allix, N. y Gronn, P. (2005). ‘Leadership’ as a manifestation of knowledge. Educational Management Administration & Leadership, 33(2), 181-196. https://doi.org/10.1177/1741143205051052.
Álvarez-Cifuentes, P. (2015). Comunidades de aprendizaje en Latinoamérica. Transferibilidad de las actuaciones educativas de éxito [Tesis doctoral, Universidad de Barcelona]. Archivo de la Universidad de Barcelona.
Angelides, P. y Ainscow, M. (2000). Making sense of the role of culture in school improvement. School Effectiveness and School Improvement, 11(2), 145-163. https://doi.org/10.1076/0924-3453
Apple, M. W. y Beane, J. A. (1997). Escuelas democráticas. Morata.
Atteberry, A. y Bryk, A. S. (2010). Centrality, connection, and commitment: The role of social networks in a school-based literacy initiative. En A. J. Daly (Ed.), Social network theory and educational change (pp. 51-75). Harvard University Press.
Azorín, C. (2017). Redes de colaboración entre escuelas inglesas para la mejora de la inclusión socioeducativa. Profesorado, Revista de Currículum y Formación del Profesorado, 21(2), 29-48. https://doi.org/10.30827/profesorado.v21i2.10323.
Azorín, C. y Muijs, D. (2018). Redes de colaboración en educación. Evidencias recogidas en escuelas de Southampton. Profesorado, Revista de Currículum y Formación del Profesorado, 22(2), 7-27. https://doi.org/10.30827/profesorado.v22i2.7845.
Azorín, C., Harris, A. y Jones, M. (2020). Taking a distributed perspective on leading professional learning networks. School Leadership & Management, 40(2-3), 111-127. https://doi.org/10.1080/13632434.2019.1647418.
Bain, A., Walker, A. y Chan, A. (2011). Self-organisation and capacity building: Sustaining the change. Journal of Educational Administration, 49(6), 701-719. https://doi.org/10.1108/09578231111174839.
Baker-Doyle, K. J. y Yoon, S. A. (2010). Making expertise transparent. Using technology to strengthen social networks in teacher professional development. En A. J. Daly, Social network theory and educational change (pp. 115-126). Harvard Education Press.
Balkundi, P. y Kilduff, M. (2006). The ties that lead: A social network approach to leadership. Leadership Quarterly, 17, 419-439. https://doi.org/10.1016/j.leaqua.2006.01.001.
Belfi, B., Gielen, S., De Fraine, B., Verschueren, K. y Meredith, C. (2015). School-based social capital: The missing link between schools' socioeconomic composition and collective teacher efficacy. Teaching and Teacher Education, 45, 33-44. https://doi.org/10.1016/j.tate.2014.09.001.
Bellibas, M. S. y Liu, Y. (2017). Multilevel analysis of the relationship between principals’ perceived practices of instructional leadership and teachers’ self-efficacy perceptions. Journal of Educational Administration, 55(1), 49-69. https://doi.org/10.1108/JEA-12-2015-0116.
Bjorklund J., Daly, A., Ambrosse, R. y Van Es, E. (2020). Connections and capacity: An exploration of preservice teachers’ sense of belonging, social networks, and self-efficacy in three teacher education programs. AERA Open, 6(1), 1-14. https://doi.org/10.1177/2332858420901496.
Boivin, G., Brummans, B. y Barker, J. (2017). The institutionalization of CCO scholarship: Trends from 2000 to 2015? Management Communication Quarterly, 31(3), 331-355. https://doi.org/10.1177%2F0893318916687396.
Bolívar, A. (2000). Los centros educativos como organizaciones que aprenden. Promesas y realidades. La Muralla.
Bolívar, A. (2014). Building school capacity: Shared leadership and professional learning communities. A research proposal. International Journal of Educational Leadership and Management, 2(2), 147-175. https://doi.org/10.4471/ijelm.2014.15.
Bolívar, A. (2015). ¿Dónde situar los esfuerzos de mejora?: Política educativa, escuela y aula. Integra Educativa, 7(2), 33-57.
Bolívar, A., Domingo, J., Escudero, J. M., González, M. T. y García-Gómez, R. (2007). El centro como contexto de innovación y formación. CENICE.
Bolívar, A. y Murillo, F. (2017). El efecto escuela: Un reto de liderazgo para el aprendizaje y la equidad. En J. Weinstein y G. Muñoz (Eds.) Mejoramiento y liderazgo en la escuela. Once miradas (pp. 71-112). CEDLE.
Borgatti, S. y Foster, P. (2003). The network paradigm in organizational research: A review and typology. Journal of Management, 29, 991-1013. https://doi.org/10.1016%2FS0149-2063_03_00087-4.
Borgatti, S. P., Everett, M. G. y Johnson, J. C. (2013). Analyzing social networks. SAGE.
Bouwmans, M., Runhaar, P., Wesselink, R. y Mulder, M. (2019). Towards distributed leadership in vocational education and training schools: The interplay between formal leaders and team members. Educational Management Administration & Leadership, 47(4), 555-571. https://doi.org/10.1177%2F1741143217745877.
Brouwer, P., Brekelmans, M., Nieuwenhuis, L. y Simons, R. J. (2012). Community development in the school workplace. International Journal of Educational Management, 26(4), 403-418. https://doi.org/10.1108/09513541211227809.
Brown, C., Daly, A. y Liou, Y. (2016). Improving trust, improving schools. Findings from a social network analysis of 43 primary schools in England. Journal of Professional Capital and Community, 1(1), 69-91. https://doi.org/10.1108/JPCC-09-2015-0004.
Brown, C. y Flood, J. (2020). Conquering the professional learning network labyrinth: What is required from the networked school leader? School Leadership & Management, 40(2-3), art 4. https://doi.org/10.1080/13632434.2020.1731684
Brown, A. D., Gabriel, Y. y Gherardi, S. (2009). Storytelling and change: An unfolding story. Organization, 16(3), 323-333. https://doi.org/10.1177%2F1350508409102298.
Caprara, G., Regalia, C., Scabini E., Barbaranelli, C. y Bandura, A. (2004). Assessment of filial, parental, marital, and collective family efficacy beliefs. European Journal of Psychological Assessment, 20(4), 247-261. https://doi.org/10.1027/1015-5759.20.4.247.
Carpenter, M., Li, M. y Jiang, H. (2012). Social network research in organizational contexts: A systematic review of methodological issues and choices. Journal of Management, 38(4), 1328-1361. https://psycnet.apa.org/doi/10.1177/0149206312440119.
Carrasco, A. y Barraza, D. (2020). La confianza y el cuidado en el liderazgo escolar de directoras chilenas. Calidad en la Educación, 53, 364-391. https://doi.org/10.31619/caledu.n53.830.
Castells, M. (2006). La sociedad red: Una visión global. Alianza.
Chapman, C., Chestnutt, H., Friel, N., Hall, S. y Lowden, K. (2016). Professional capital and collaborative inquiry networks for educational equity and improvement? Journal of Professional Capital and Community, 1(3), 178-197. https://doi.org/10.1108/JPCC-03-2016-0007.
Chapman, C. y Muijs, D. (2014). Does school-to-school collaboration promote school improvement? A study of the impact of school federations on student outcomes, School Effectiveness and School Improvement, 25(3), 351-393. https://doi.org/10.1080/09243453.2013.840319.
Chapman, C., Lindsay, G., Muijs, D., Harris, A., Arweck, E. y Goodall, J. (2010). Governance, leadership, and management in federations of schools. School Effectiveness and School Improvement, 21(1), 53-74. https://doi.org/10.1080/09243450903569734.
Coburn, C., Choi, L. y Mata, W. (2010). “I would go to her because her mind is math”: Network formation in the context of a district-based mathematics reform. En A. J. Daly (Ed.), Social network theory and educational change (pp. 77-95). Harvard Education Press.
Coburn, C., Mata, W.S. y Choi, L. (2013). The embeddedness of teachers’ social networks: Evidence from a study of mathematics reform. Sociology of Education, 86(4), 311-342. https://doi.org/10.1177/0038040713501.
Coburn, C. y Russell, J. L. (2008). District policy and teachers’ social networks. Educational Evaluation and Policy Analysis, 30(3), 203-235. https://doi.org/10.3102/0162373708321829.
Connolly, M., James, C. y Beales, B. (2011). Contrasting perspectives on organizational culture change in schools. Journal of Educational Change, 12, 421-439. https://doi.org/10.1007/s10833-011-9166-x.
Cook, N. y Yanow, D. (2011). Culture and organizational learning. Journal of Management Inquiry, 20(4), 362-379. https://doi.org/10.1177/1056492611432809.
Cravens, X., Drake, T., Goldring, E. y Schuermann, P. (2017). Teacher peer excellence groups (TPEGs): Building communities of practice for instructional improvement. Journal of Educational Administration, 55(5), 526-551. https://doi.org/10.1108/JEA-08-2016-0095.
Crowther, F. (2011). From school improvement to sustained capacity. Corwin Press.
Daly, A. J. (2010). Social network theory and educational change. Harvard University Press.
Daly, A. J. (2015). Refocusing the lens: Educational research in an era of relationships, Journal of Educational Administration, 53(1), art 6. https://doi.org/10.1108/JEA-11-2014-0135.
Daly, A. J. y Finnigan, K. S. (2010). A bridge between worlds: Understanding network structure to understand change strategy. Journal of Educational Change, 11(2), 111-138. https://doi.org/10.1007/s10833-009-9102-5.
Daly, A. J., Moolenaar, N., Bolivar, J. M. y Burke, P. (2010). Relationships in reform: The role of teachers’ social networks. Journal of Educational Administration, 48(3), 359-391. https://doi.org/10.1108/09578231011041062.
Demerath, P. (2018). The emotional ecology of school improvement culture. Charged meanings and common moral purpose. Journal of Educational Administration, 56(5), 488-503. https://doi.org/10.1108/JEA-01-2018-0014.
Demir, K. (2008). Transformational leadership and collective efficacy: The moderating roles of collaborative culture and teachers´ self-efficacy. Eurasian Journal of Educational Research, 8(33), 93-112.
Demir, K. (2015). The effect of organizational trust on the culture of teacher leadership in primary schools. Educational Sciences. Theory and Practice, 15(3), 621-634. https://doi.org/10.12738/estp.2015.3.2337.
Díaz-Gibson, J. y Civís, M. (2011). Redes Socioeducativas promotoras de capital social en la comunidad: Un marco teórico de referencia. Cultura y Educación, 23(3), 415-429.
Díaz-Gibson, J., Civís, M. y Guàrdia, J. (2014). Strengthening education through collaborative networks: Leading the cultural change. School Leadership & Management, 34(2), art 7. https://doi.org/10.1080/13632434.2013.856296.
Díaz-Gibson, J., Civís, M., Daly, A., Longás, J. y Riera, J. (2017). Networked leadership in educational collaborative networks. Educational Management Administration & Leadership, 45(6), 1040-1059. https://doi.org/10.1177/1741143216628532.
Díez-Palomar, J. y Flecha, R. (2010). Comunidades de aprendizaje: Un proyecto de transformación social y educativa. Revista Interuniversitaria de Formación del Profesorado, 24(1), 19-30.
Dinham, S. y Crowther, F. (2011). Sustainable school capacity building. One step back, two steps forward? Journal of Educational Administration, 49(6), 616-623. https://doi.org/10.1108/09578231111186926.
Domingo, J., Bolívar-Ruano, R., Rodríguez-Fernández, S. y Bolívar, A. (2020). Professional learning community assessment-revised (PLCA-R): Translation and validation in the Spanish context. Learning Environments Research, 23(3), 347-367. https://doi.org/10.1007/s10984-020-09306-1.
Donohoo, J. (2017). Collective teacher efficacy research: implications for professional learning. Journal of Professional Capital and Community. 2(2), 101-116. https://doi.org/10.1108/JPCC-10-2016-0027.
Downey, C. (2018). Utilizing social network analysis to identify the structural features of teachers’ knowledge and resource sharing networks within schools. Profesorado, Revista de Currículum y Formación del Profesorado, 22(2), 133-159. https://doi.org/10.30827/profesorado.v22i2.7718.
Dumay, X. y Galand, B. (2011). The multilevel impact of transformational leadership on teacher commitment: Cognitive and motivational pathways. British Educational Research Journal, 38(5), 703-729. https://doi.org/10.1080/01411926.2011.577889.
Everett, M. y Valente, T. (2016). Bridging, brokerage and betweenness. Social Networks, 44, 202-208. https://doi.org/10.1016/j.socnet.2015.09.001.
Fackler, S. y Malmberg, L. (2016). Teachers’ self-efficacy in 14 OECD countries: Teacher, student group, school and leadership effects. Teaching and Teacher Education, 56, 185-195. https://doi.org/10.1016/j.tate.2016.03.002.
Finnigan, K. S y Daly, A. J. (2010). Learning at a system level. Ties between principals of low-performing schools and central office leaders. En A. Daly, Social network theory and educational change (pp.179-195). Harvard Education Press.
Finnigan, K. S. y Daly, A. J. (2012). Mind the gap: Organizational learning and improvement in an underperforming urban system. American Journal of Education, 119(1), 41-71. https://doi.org/10.1086/667700.
Finnigan, K. S., Daly, A. J. y Che, J. (2013). Systemwide reform in districts under pressure: The role of social networks in defining, acquiring, using, and diffusing research evidence. Journal of Educational Administration, 51(4), 476-497. https://doi.org/10.1108/09578231311325668.
Frank, K.A., Lo, Y.J. y Sun, M. (2014). Social network analysis of the influences of educational reforms on teachers’ practices and interactions. Zeitschrift für Erziehungswissenschaft, 17, 117-134. https://doi.org/10.1007/s11618-014-0554-x.
Freeman, L. (1979). Centrality in social networks: Conceptual clarification. Social Networks, 1, 215-239. https://doi.org/10.1016/0378-8733(78)90021-7.
Friedkin, N. E. y Slater, M. R. (1994). School leadership and performance: A social network approach. Sociology of Education, 67(2), 139-157. https://doi.org/10.2307/2112701.
Furman, G. C. (2004). The ethic of community. Journal of Educational Administration, 42(2), 215-235. https://doi.org/10.1108/09578230410525612.
Gairín, J. y Rodríguez-Gómez, D. (2011). Cambio y mejora en las organizaciones educativas. Educar, 47(1), 31-50. https://doi.org/10.5565/rev/educar.70.
Gallegos, V. y López-Alfaro, P. (2019). Influencia del liderazgo distribuido y de la eficacia colectiva sobre el compromiso organizacional docente. Profesorado, Revista de Currículum y Formación del Profesorado, 23(2), 189-210. https://doi.org/10.30827/profesorado.v23i2.9270.
Garay, S. I., Queupil, J. P., Maureira, O., Garay-Ite, C. y Guíñez, C. (2019). El liderazgo distribuido desde la perspectiva del análisis de redes: Una experiencia en escuelas vulnerables y efectivas de Chile. Profesorado, Revista de Currículum y Formación del Profesorado, 23(2), 169-188. https://doi.org/10.30827/profesorado.v23i2.9269.
García-Martínez, I., Higueras-Rodríguez, L. y Martínez-Valdivia, E. (2018). Hacia la implantación de comunidades profesionales de aprendizaje mediante un liderazgo distribuido. Una revisión sistemática. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 16(2), 117-132. https://doi.org/10.15366/reice2018.16.2.007
Gewerc, A., Montero, L. y Lama, M. (2014). Collaboration and social networking in higher education. Comunicar, 42, 55-63. https://doi.org/10.3916/C42-2014-05.
Ghamrawi, N. (2011). Trust me: Your school can be better. A message from teachers to principals. Educational Management Administration & Leadership, 39(3), 333-348. https://doi.org/10.1177/1741143210393997.
Gherardi, S. (2006). Organizational knowledge. The texture of workplace learning. Blackwell.
Glaés-Coutts, L. y Nilsson, H. (2021). Who owns the knowledge? Knowledge construction as part of the school improvement process. Improving Schools, 24(1), 62-75. https://doi.org/10.1177/1365480220929767.
Goddard, R. D., Hoy, W. K. y Hoy, A. W. (2000). Collective teacher efficacy: Its meaning, measure, and impact on student achievement. American Educational Research Journal, 37(2), 479-507. https://doi.org/10.3102/00028312037002479.
Goddard, R., Goddard, Y., Sook Kim, E. y Miller, R. (2015). A theoretical and empirical analysis of the roles of instructional leadership, teacher collaboration, and collective efficacy beliefs in support of student learning. American Journal of Education, 121(4), 501-530. https://doi.org/10.1086/681925.
Goddard, R., Salloum, S. y Berebitsky, D. (2009). Trust as a mediator of the relationships between poverty, racial composition and academic achievement. Educational Administration Quaterly, 45(2), 292-311. https://doi.org/10.1177/0013161X08330503.
Goddard, R. D., Skrla, L. y Salloum, S. J. (2017). The role of collective efficacy in closing student achievement gaps: A mixed methods study of school leadership for excellence and equity. Journal of Education for Students Placed at Risk, 22(4), 220-236. https://doi.org/10.1080/10824669.2017.1348900.
Gregory, J.L. (2017). Trust relationships in schools: Supporting or subverting implementation of school-wide initiatives. School Leadership & Management, 37(2), 141-161. https://doi.org/10.1080/13632434.2017.1293639.
Gronn, P. (2010). Leadership: Its genealogy, configuration and trajectory. Journal of Educational Administration and History, 42(4), 405-435. https://doi.org/10.1080/00220620.2010.492959.
Hadfield, M. y Jopling, M. (2012). How might better network theories support school leadership research? School Leadership & Management, 32(2), 109-121. https://doi.org/10.1080/13632434.2012.670115.
Hallinger, P. y Heck, R. (2014). Liderazgo colaborativo y mejora escolar: Comprendiendo el impacto sobre la capacidad de la escuela y el aprendizaje de los estudiantes. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 12(4), 71-88.
Hallinger, P. y Hosseingholizadeh, R. (2017). Do beliefs make a difference? Exploring how principal self-efficacy and instructional leadership impact teacher efficacy and commitment in Iran. Educational Management Administration & Leadership, 46(5), 800-819. https://doi.org/10.1177/1741143217700283.
Hargreaves, A. y Fullan, M. (2014). Capital profesional. Transformar la enseñanza en cada escuela. Ediciones Morata.
Hargreaves, A. y O’Connor, M. T. (2017). Cultures of profesional collaboration: Their origins and opponents. Journal of Professional Capital and Community, 2(2), 74-85. https://doi.org/10.1108/JPCC-02-2017-0004.
Hargreaves, A. y O’Connor, M. T. (2018). Collaborative professionalism: when teaching together means learning for all. Corwin Press.
Hargreaves, D. H. (1999). The knowledge-creating school. British Journal of Educational Studies, 47(2), 122-144. https://doi.org/10.1111/1467-8527.00107.
Hargreaves, D. H. (2001). A capital theory of school effectiveness and improvement. British Educational Research Journal, 27(4), 487-503.
Hargreaves, D. H. (2011). System redesign for system capacity building. Journal of Educational Administration, 49(6), 685-700. https://doi.org/10.1108/09578231111174820.
Harris, A. y Lambert, L. (2003). Building leadership capacity for school improvement. McGraw-Hill.
Harris, A. y Muijs, D. (2005). Improving schools through teacher leadership. Open University Press.
Hartley, D. (2010). The management of education and the social theory of the firm: From distributed leadership to collaborative community. Journal of Educational Administration and History, 42(4), 345-361. https://doi.org/10.1080/00220620.2010.492958.
Haworth, P., McGee, A. y MacIntyre, L. (2013). Building a whole school approach and teacher efficacy with English language learners. Teachers and Teaching: Theory and Practice, 21(2), 164-177. https://doi.org/10.1080/13540602.2014.928131.
Hernández de la Torre, E. y Navarro Montaño, M. J. (2018). Redes educativas locales para la mejora escolar. Revista Electrónica de Investigación Educativa, 20(3), 29-45. https://doi.org/10.24320/redie.2018.20.3.1669.
Ho-Tang, W. y Mei-Ju, C. (2015). Development of Taiwan teacher’s sense of community scale. From perspective of workplace spirituality. Sociology and Anthropology, 3(10), 564-574. https://doi.org/10.13189/sa.2015.031008.
Hollingworth, L., Olsen, D., Asikin-Garmager, A. y Winn, K. M. (2018). Initiating conversations and opening doors: How principals establish a positive building culture to sustain school improvement efforts. Educational Management Administration & Leadership, 46(6), 1014-1034. https://doi.org/10.1177/1741143217720461.
Hoppe, B. y Reinelt, C. (2010). Social network analysis and the evaluation of leadership networks. The Leadership Quarterly, 21, 600-619. https://doi.org/10.1016/j.leaqua.2010.06.004.
Hovardas, T. (2016). Primary school teachers and outdoor education: Varying levels of teacher leadership in informal networks of peers. Journal of Environmental Education, 47(3), 237-254. https://doi.org/10.1080/00958964.2015.1113155.
Hoy, W. y Tschannen-Moran, M. (2003). The conceptualization and measurement of faculty trust in schools: the omnibus T-Scale. En W. Hoy y C. Miskel (Eds), Studies in leading and organizing schools (pp. 181-208). Information Age.
Hubers, M. D., Poortman, C. L., Schildkamp, K., Pieters, J. M. y Handelzalts, A. (2016). Opening the black box: Knowledge creation in data teams. Journal of Professional Capital and Community, 1(1), 41-68. https://doi.org/10.1108/JPCC-07-2015-00.
Hughes, J., Jewson, N. y Unwin, L. (2007). Communities of practice. Critical perspectives. Routledge
Hulpia, H., Devos, G. y Rosseel, Y. (2009). Development and validation of scores on the distributed leadership inventory. Educational and Psychological Measurement, 69(6) 1013-1034. https://doi.org/10.1177/0013164409344490.
Hulpia, H., Devos, G. y Van Keer, H. (2011). The relation between school leadership from a distributed perspective and teachers’ organizational commitment: Examining the source of the leadership function. Educational Administration Quarterly, 47(5), 728-771. https://doi.org/10.1177/0013161X11402065.
Jewson, N. (2007). Cultivating network analysis. Rethinking the concept of ‘community’ within ‘communities of practice’. En E. A. Samier y M. Schmidt. Trust and betrayal in educational administration and leadership (pp. 68-82). Routledge.
Johnson, W., Lustick, D. y Kim, M. (2011). Teacher professional learning as the growth of social capital. Current Issues in Education, 14(3), 1-15.
Kadushin, C. (2013). Comprender las redes sociales. Teorías, conceptos y hallazgos. Centro de Investigaciones Sociológicas.
Katz, S. y Earl, L. (2010). Learning about networked learning communities. School Effectiveness and School Improvement, 21(1), 27-51. https://doi.org/10.1080/09243450903569718.
Keuning, T., Geel, M. V., Visscher, A., Fox, J. P. y Moolenaar, N. M. (2016). The transformation of schools’ social networks during a data-based decision making reform. Teachers College Record, 118(9), 13-33.
King, M. B. y Bouchard K. (2011). The capacity to build organizational capacity in schools. Journal of Educational Administration, 49(6), 653-669. https://doi.org/10.1108/09578231111174802.
Kools, M. y Stoll, L. (2016). What makes a school a learning organisation? OECD. https://doi.org/10.1787/5jlwm62b3bvh-en
Kramer, R. M. y Cook, K. S. (2004). Trust and distrust in organizations. Dilemmas and approaches. Russel Sage Foundation.
Krichesky, G. J. y Murillo F. J. (2018). La colaboración docente como factor de aprendizaje y promotor de mejora. Un estudio de casos. Educación XX1, 21(1) 135-156. https://doi.org/10.5944/educXX1.20181.
Lakomski, G. (2011). Saber cómo aprender: Liderazgo, gestión del conocimiento y el reto de crear comunidades de aprendizaje. Educar, 47(1), 13-30. https://doi.org/10.5565/rev/educar.69.
Larsen, C. y Rieckhoff, B. S. (2014). Distributed leadership: principals describe shared roles in a PDS. International Journal of Leadership in Education, 17(3), 304-326. https://doi.org/10.1080/13603124.2013.774051.
Lavié, J.M. (2006). Academic discourses on school-based teacher collaboration: Revisiting the arguments. Educational Administration Quarterly, 42(5), 773-805. https://doi.org/10.1177%2F0013161X06290647.
Lee, J. C., Zhang, Z. y Yin, H. (2011). A multilevel analysis of the impact of a professional learning community, faculty trust in colleagues and collective efficacy on teacher commitment to students. Teaching and Teacher Education, 27(5), 820-830. https://doi.org/10.1016/j.tate.2011.01.006.
Lee, M. (2014). Bringing the best of two worlds together for social capital research in education: social network analysis and symbolic interactionism. Educational Researcher, 43(9), 454-464. https://doi.org/10.3102%2F0013189X14557889.
Leithwood, K. (2019). Characteristics of effective leadership networks: A replication and extension. School Leadership & Management, 39(2), 175-197. https://doi.org/10.1080/13632434.2018.1470503.
Li, M. (2013). Social network and social capital in leadership and management research: A review of causal methods. The Leadership Quarterly, 24, 638-665. https://doi.org/10.1016/j.leaqua.2013.04.005.
Liljenberg, M. (2015). Distributing leadership to establish developing and learning school organisations in the Swedish context. Educational Management Administration & Leadership, 43(1), 152-170. https://doi.org/10.1177/1741143213513187.
Lima, J. (2008). Department networks and distributed leadership in schools. School Leadership & Management, 28(2), 159-187. https://doi.org/10.1080/13632430801969864.
Lima, J. (2010). Thinking more deeply about networks in education. Journal of Educational Change, 11, 11-21. https://doi.org/10.1007/s10833-008-9099-1.
Lin, N. (2001). Social capital: A theory of social structure and action. Cambridge University Press.
Lin, W. y Lee, M. (2018). Linking network learning capacity (NLC) to professional community and organizational learning in an international baccalaureate (IB) school in Taiwan. Journal of Educational Administration, 56(6), 620-642. https://doi.org/10.1108/JEA-10-2017-0150.
Liou, Y.H. y Daly, A.J. (2020). The networked leader: understanding peer influence in a system wide leadership team. School Leadership & Management, 40(2-3), 163-182. https://doi.org/10.1080/13632434.2019.1686611.
Longás, J., Riera, J. y De Querol, R. (2020). Management and leadership of networks for educational success: Analysis of emerging networks in Spain. School Leadership & Management, 40(3), 183-202. https://doi.org/10.1080/13632434.2019.1692197.
López-Alfaro, P. y Gallegos, V. (2015). Estructura factorial y consistencia interna del inventario de liderazgo distribuido en docentes chilenos. Revista Actualidades Investigativas en Educación, 15(3), 1-18.
López-Yáñez, J., Perera-Rodríguez, V. H., Bejarano-Bejarano, E., Del-Pozo-Redondo, M. y Budia, C. (2014). La trama social del liderazgo. Un estudio sobre las redes de colaboración docente en escuelas primarias. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 12(5), 99-117. https://hdl.handle.net/11441/34731.
López Yáñez, J., Sánchez Moreno, M. y Altopiedi, M. (2011). Comunidades profesionales de práctica que sostienen procesos de mejora institucional en las escuelas. Revista de Educación, 356, 109-131.
López, A., Navarro, M. J. y Hernández, E. (2016). Compromiso y colaboración en educación a través de las redes educativas en centros escolares. Profesorado, Revista de Currículum y Formación del Profesorado, 20(3), 751-778.
Louis, K. S., Mayrowetz, D., Smiley, M. y Murphy, J. (2009). The role of sensemaking and trust in developing distributed leadership. En A. Harris (Ed.), Distributed leadership. Different perspectives (pp.157-180). Springer.
Louis, K. S. y Murphy, J. (2017). Trust, caring and organizational learning: The leader’s role. Journal of Educational Administration, 55(1), 103-126. https://doi.org/10.1108/JEA-07-2016-0077.
Madimetsa, J. M., Branwen, H. C. y Mgadla, I. X. (2018). Perceived collective teacher efficacy in low performing schools. South African Journal of Education, 38(2), 1-9. https://doi.org/10.15700/saje.v38n2a1153.
Minckler, C. H. (2014). School leadership that builds teacher social capital. Educational Management Administration & Leadership. 42(5), 657-679. https://doi.org/10.1177%2F1741143213510502.
Monaghan, S., Lavelle, J. y Gunnigle, P. (2017). Mapping networks: Exploring the utility of social network analysis in management research and practice. Journal of Business Research, 76, 136-144. https://doi.org/10.1016/j.jbusres.2017.03.020.
Moolenaar, N. M., Daly, A. J. y Sleegers, P. (2010). Occupying the principal position: Examining relationships between transformational leadership, social network position, and schools’ innovative climate. Educational Administration Quarterly, 46(5), 623-670. https://doi.org/10.1177/0013161X10378689.
Moolenaar, N.M. y Sleegers, P.J.C. (2010). Social networks, trust and innovation. The role of relationships in supporting an innovative climate in Dutch schools. En A. J. Daly, Social network theory and educational change (pp. 97-114). Harvard Education Press.
Moolenaar, N. M. y Sleegers, P. J. C. (2015). The networked principal: Examining principals’ social relationships and transformational leadership in school and district networks. Journal of Educational Administration, 53(1), 8-39. https://doi.org/10.1108/JEA-02-2014-0031.
Moolenaar, N. M., Sleegers, P. J. y Daly, A. J. (2012). Teaming up: Linking collaboration networks, collective efficacy, and student achievement. Teaching and Teacher Education, 28(2), 251-262. https://doi.org/10.1016/j.tate.2011.10.001.
Moolenaar, N. M., Sleegers, P. J., Karsten, S. y Daly, A. J. (2012). The social fabric of elementary schools: a network typology of social interaction among teachers. Educational Studies, 38(4) 355-371. https://doi.org/10.1080/03055698.2011.643101.
Muijs, D. (2010). A fourth phase of school improvement? Introduction to the special issue on networking and collaboration for school improvement. School Effectiveness and School Improvement, 21(1), 1-3. https://doi.org/10.1080/09243450903569676.
Muijs, D., West, M. y Ainscow, M. (2010). Why network? Theoretical perspectives on networking. School Effectiveness and School Improvement, 21(1), 5-26. https://doi.org/10.1080/09243450903569692.
Murphy, J. (2015). Creating communities of professionalism: Addressing cultural and structural barriers. Journal of Educational Administration, 53(2), 154-176. https://doi.org/10.1108/JEA-10-2013-0119.
Ogawa, R.T. (2015). Change of mind: How organization theory led me to move from studying educational reform to pursuing educational design. Journal of Educational Administration, 53(6), 794-804. https://doi.org/10.1108/JEA-06-2014-0064.
Ovares, C. (2018). La sociología de Georg Simmel y el capital social: La confianza como fuerza socializadora. Revista Reflexiones, 97(2), 23-42. https://doi.org/10.15517/rr.v97i2.31481.
Pantic, N. (2015). A model for study of teacher agency for social justice. Teachers and Teaching, 21(6), 759-778. https://doi.org/10.1080/13540602.2015.1044332.
Parlar, H., Polatcan, M. y Cansoy, R. (2020). The relationship between social capital and innovativeness climate in schools. The intermediary role of professional learning communities. International Journal of Educational Management, 34(2), 232-244. https://doi.org/10.1108/IJEM-10-2018-0322.
Penuel, W. R., Riel, M., Joshi, A., Pearlman, L., Kim, C. M. y Frank, K. A. (2010). The alignment of the informal and formal organizational supports for reform: Implications for improving teaching in schools. Educational Administration Quarterly, 46(1), 57-95. https://doi.org/10.1177%2F1094670509353180.
Peña, J., Weinstein, J. y Raczynski, D. (2018). Construcción y pérdida de la confianza de docentes: Un análisis de incidentes críticos. Psicoperspectiva, 17(1), 1-13. https://doi.org/10.5027/psicoperspectivas-vol17-issue1-fulltext-1174.
Phelps, C., Heidl, R. y Wadhwa, A. (2012). Networks, knowledge, and knowledge networks: A critical review and research agenda. Journal of Management, 38(4), 1115-1166. https://doi.org/10.1177/0149206311432640.
Pino-Yancovic, M., González-Parrao, C., Ahumada, L. y González, A. (2020). Promoting collaboration in a competitive context: School improvement networks in Chile. Journal of Educational Administration, 58(2), 208-226. https://doi.org/10.1108/JEA-11-2018-0213.
Pitts, V. y Spillane, J. (2009). Using social network methods to study school leadership. International Journal of Research and Method in Education, 32(2), 185-207. https://doi.org/10.1080/17437270902946660.
Polatcan, M. y Balci, A. (2019). Social capital wealth as a predictor of innovative climate in schools. International Journal of Contemporary Educational Research, 6(1), 183-194. https://doi.org/https://doi.org/10.33200/ijcer.554728.
Prenger, R., Poortman, C. L. y Handelzalts, A. (2021). Professional learning networks: From teacher learning to school improvement? Journal of Educational Change, 22, 13-52. https://doi.org/10.1007/s10833-020-09383-2.
Quiñones, M. A. (2016). La eficacia docente colectiva en una muestra de profesores de formación profesional [Tesis Doctoral, Universidad Complutense de Madrid]. Archivo de la Universidad Complutense de Madrid.
Ramírez-Montoya, M. S. (2012). Academic networks and knowledge construction. Revista Española de Pedagogía, 251, 27-44.
Reid, S. (2014). Knowledge influencers: Leaders influencing knowledge creation and mobilization. Journal of Educational Administration, 52(3), 332-357. https://doi.org/10.1108/JEA-01-2013-0013.
Rincón-Gallardo, S. (2020). Leading school networks to liberate learning: Three leadership roles. School Leadership & Management, 40(2-3), 146-162. https://doi.org/10.1080/13632434.2019.1702015.
Rincón-Gallardo, S. y Fullan, M. (2016). Essential features of effective networks in education. Journal of Professional Capital and Community, 1(1), 5-22. https://doi.org/10.1108/JPCC-09-2015-0007.
Rincón-Gallardo, S., Villagra, C., Mellado, M. y Aravena, O. (2019). Construir culturas de colaboración eficaz en redes de escuelas chilenas: Una teoría de acción. Revista Latinoamericana de Estudios Educativos, 49(1), 241-272.
Ross, J.A. y Gray, P. (2006). Transformational leadership and teacher commitment to organizational values: The mediating effects of collective teacher efficacy. School Effectiveness and School Improvement, 17(2), 179-199. https://doi.org/10.1080/09243450600565795.
Ruiz-Pinto, E., García-Pérez, R. y Rebollo, M. A. (2013). Relaciones de género de adolescentes en contextos educativos. Análisis de redes sociales con perspectiva de género. Profesorado, Revista de Currículum y Formación del Profesorado, 17(1), 123-140.
Samier, E.A. (2010). The interdisciplinary foundation of trust. From trustworthiness to betrayal. En E. A. Samier y M. Schmidt. Trust and betrayal in educational administration and leadership (pp. 4-12). Routledge.
Schechter, C. (2008). Organizational learning mechanisms: The meaning, measure, and implications or school improvement. Educational Administration Quarterly, 44(2), 155-186. https://doi.org/10.1177%2F0013161X13508772.
Schiff, D., Herzog, L., Farley-Ripple, E. y Lannuccilli, L.T. (2015). Teacher networks in Philadelphia: Landscape, engagement, and value. Perspectives on Urban Education, 12(1), art. 7.
Schildkamp, K., Lai, M. K. y Earl, L. (2013). Data-based decision making in education. Challenges and opportunities. Dordrecht.
Sebring, P.B. (2017). Lo que deben hacer los líderes para construir una mejor escuela. En Weinstein, J. y Muñoz, G. (Eds.), Mejoramiento y liderazgo en la escuela. Once miradas (pp. 113-181). Ediciones Universidad Diego Portales.
Sennett, R. (2010). La corrosión del carácter: Las consecuencias personales del trabajo en el nuevo capitalismo. Anagrama.
Sergiovanni, T. (1994). Organizations, or communities? Changing the metaphor change the theory. Educational Administration Quarterly, 30(2), 214-226. https://doi.org/10.1177%2F0013161X94030002007.
Sewell, G. (2010). Metaphor, myth, and theory building: Communication studies meets the linguistic turn in sociology, anthropology, and philosophy. Management Communication Quarterly, 24(1), 139-150. https://doi.org/10.1177/0893318909351584.
Shaked, H. y Schechter, C. (2017). Systems thinking for school leaders: Holistic leadership for excellence in education. Springer.
Siciliano, M. (2017). Ignoring the experts: Networks and organizational learning in the public sector. Journal of Public Administration Research and Theory, 27(1), 104-119. https://doi.org/10.1093/jopart/muw052.
Simpson, B., Markovsky, B. y Steketee, M. (2011a). Network knowledge and the use of power. Social Networks, 33(2), 172-176. https://doi.org/10.1016/j.socnet.2010.10.008.
Simpson, B., Markovsky, B. y Steketee, M. (2011b). Power and the perception of social networks. Social Networks, 33(2), 166-171. https://doi.org/10.1016/j.socnet.2010.10.007.
Skaalvik, E. M. y Skaalvik, S. (2010). Teacher self-efficacy and teacher burnout: A study of relations. Teaching and Teacher Education, 26(4), 1059-1069. https://doi.org/10.1016/j.tate.2009.11.001.
Smylie, M, Mayrowetz, D., Murphy, J. y Louis, K. S. (2007). Trust and the development of distributed leadership. Journal of School Leadership, 17(4), 469-503. https://doi.org/10.1177/105268460701700405.
Spillane, J. P., Healey, K. y Kim, C. M. (2010). Leading and managing instruction: Formal and informal aspects of the elementary school organization. En A. J. Daly, Social Network Theory and Educational Change (pp. 129-158). Harvard Education Press.
Spiro, E. S., Acton, R. M. y Butts, C. T. (2013). Extended structures of mediation: Re-examining brokerage in dynamic networks. Social Networks, 35, 130-143. https://doi.org/10.1016/j.socnet.2013.02.001.
Stoll, L., Bolam, R., McMahon, A., Wallace, M. y Thomas, S. (2006). Professional learning communities: A review of the literature. Journal of Educational Change, 7, 221-258. https://doi.org/10.1007/s10833-006-0001-8.
Stoll, L. y Kools, M. (2017). The school as a learning organisation: A review revisiting and extending a timely concept. Journal of Professional Capital and Community, 2(1), 2-17. https://doi.org/10.1108/JPCC-09-2016-0022.
Thomsen, M., Karsten, S. y Oort, F.J. (2015). Social exchange in Dutch schools for vocational education and training: The role of teachers´trust in colleages, the supervisor and highter management. Educational Management Administration & Leadership, 43(5), 755-771. https://doi.org/10.1177/1741143214535737.
Timperley, H. (2011). Knowledge and the leadership of learning. Leadership and Policy in Schools, 10(2), 145-170. https://doi.org/10.1080/15700763.2011.557519.
Tong, W. y Razniak, A. (2017). Building professional capital within a 21st century learning framework. Journal of Professional Capital and Community, 2(1), 36-49. https://doi.org/10.1108/JPCC-06-2016-0018.
Tschannen-Moran, M. (2004). Trust matters: Leadership for successful schools. Jossey-Bass.
Tschannen-Moran, M. y Barr, M. (2004). Fostering student learning: the relationship of collective teacher efficacy and student achievement. Leadership and Policy in Schools, 3(3), 189-209. https://doi.org/10.1080/15700760490503706.
Tschannen-Moran, M. y Gareis, C. (2015). Faculty trust in the principal: an essential ingredient in high-performing schools. Journal of Educational Administration, 53(1), 66-92. https://doi.org/10.1108/JEA-02-2014-0024.
Tschannen-Moran, M. y Hoy, W. (2000). A multidisciplinary analysis of the nature, meaning, and measurement of trust. Review of Educational Research, 70(4), 547-593. https://doi.org/10.3102/00346543070004547.
Tschannen-Moran, M., Hoy, A. W. y Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202-248. https://doi.org/10.3102/00346543068002202.
Tsoukas, H. (2009). A dialogical approach to the creation of new knowledge in organizations. Organization Science, 20(6), 941-957. https://doi.org/10.1287/orsc.1090.0435.
Twyford, K., LeFevre, D. y Timperley, H. (2017). The influence of risk and uncertainty on teachers’ responses to professional learning and development. Journal of Professional Capital and Community, 2(2), 86-100. https://doi.org/10.1108/JPCC-10-2016-0028.
Van Maele, D. y Van Houtte, M. (2009). Faculty trust and organizational school characteristics: An exploration across secondary schools in Flanders. Educational Administration Quarterly, 45(4), 556-589. https://doi.org/10.1177/0013161X09335141.
Van Waes, S., Moolenaar, N. M., Daly, A. J., Heldens, H. H. P. F., Donche, V., Van Petegem, P. y Van den Bossche, P. (2016). The networked instructor: The quality of networks in different stages of professional development. Teaching and Teacher Education, 59, 295-308. https://doi.org/10.1016/j.tate.2016.05.022.
Vanlommel, K. y Schildkamp, K. (2019). How do teachers make sense of data in the context of high-stakes decision making? American Educational Research Journal, 56(3), 792-821. https://doi.org/10.3102/0002831218803891.
Voelkel J. y Chrispeels, J. H. (2017). Understanding the link between professional learning communities and teacher collective efficacy. School Effectiveness and School Improvement, 28(4), 505-526. https://doi.org/10.1080/09243453.2017.1299015.
Walker, K., Kutsyuruba, B. y Noonan, B. (2011). The fragility of trust in the world of school principals. Journal of Educational Administration, 49(5), 471-494. https://doi.org/10.1108/09578231111159502.
Ware, H. W. y Kitsantas, A. (2011). Predicting teacher committment using principal and teacher efficacy variables: An HLM approach. Journal of Educational Research, 104(3), 183-193. https://doi.org/10.1080/00220671003638543.
Wasserman, S. y Faust, K. (2013). Análisis de redes sociales. Métodos y aplicaciones. Centro de Investigaciones Sociológicas.
Weinstein, J., Raczynski, D. y Peña, J. (2020). Relational trust and positional power between school principals and teachers in Chile: A study of primary schools. Educational Management Administration & Leadership, 48(1), 64-81. https://doi.org/10.1177/1741143218792912.
Young, A. M. y Howard H. D. (2020). Sense of belonging as an indicator of social capital. International Journal of Sociology and Social Policy, 40(8), 627-642. https://doi.org/10.1108/IJSSP-12-2019-0258.
Zhang, S., Liu, Q., Chen, W., Wang, Q. y Huang, Z. (2017). Interactive networks and social knowledge construction behavioral patterns in primary school teachers’ online collaborative learning activities. Computers and Education, 104, 3-17. https://doi.org/10.1016/j.compedu.2016.10.011.
Zheng, X., Yin, H. B, Liu, Y. y Ke, Z. (2016). Effects of leadership practices on professional learning communities: the mediating role of trust in colleagues. Asia Pacific Education Review, 17(3), 521-532. https://doi.org/10.1007/s12564-016-9438-5.
Zheng, X., Yin, H. B. y Liu, Y. (2019). The relationship between distributed leadership and teacher efficacy in China: The mediation of satisfaction and trust. The Asia-Pacific Education Researcher, 28(6), 509-518. https://doi.org/10.1007/s40299-019-00451-7.