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Liderazgo dialógico en Comunidades de Aprendizaje

Dialogic leadership in learning communities

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Abstract (2. Language): 
Purpose: The objective of this paper is to present and discuss the findings obtained in three Learning Communities with regards to the processes of creation, development and consolidation of the dialogic leadership. In the analysis, the role of the different community members in the school organization is included. Design/methodology: A review of the scientific literature about the concepts of leadership, educational leadership and dialogic leadership is presented. On this basis, the empirical work has been developed on the basis of the communicative methodology, which stresses the egalitarian dialogue between researchers and the subjects of the social reality being studied. Three schools transformed into a Learning Community in diverse moments (1978, 2001 and 2013) have been selected and people with different profiles were interviewed. Findings: The results obtained contribute to the understanding about the development of the dialogic learning in these three Learning Communities, as well as how it is reinforced with the community. On the basis of the results obtained in the interviews, the aspects of participation and leadership in relation to the learning processes are highlighted. Research limitations/implications: Dialogic leadership in Learning Communities is developed in very diverse school contexts, being this article focused in three schools.Practical implications: The participation of the whole community in the dialogic leadership in Learning Communities has implications that go beyond the school. Social implications: Learning Communities have demonstrated the improvement of academic results and the overcoming of school failure, according with the objectives of the European Strategy 2020. In this sense, the dialogic leadership reinforces this dimension contributing to social impact. Originality/value: This article presents empirical data about how the dialogic leadership is created, developed and consolidated in three Learning Communities, according to the dialogic turn of societies and social sciences.
Abstract (Original Language): 
Objeto: El objetivo de este artículo es presentar y discutir los resultados obtenidos en tres Comunidades de Aprendizaje en relación a los procesos de creación, promoción y consolidación del liderazgo dialógico. En el análisis, se incorpora el papel de los diferentes miembros de la comunidad en la organización escolar. Diseño/metodología/enfoque: Se realiza una revisión de literatura científica sobre los conceptos de liderazgo, liderazgo educativo y liderazgo dialógico. En base a esta revisión, el trabajo empírico se ha desarrollado con la metodología comunicativa, que pone el énfasis en el diálogo igualitario entre investigadores e investigadoras y sujetos implicados en la realidad social objeto de estudio. Se han seleccionado tres centros que se transforman en Comunidad de Aprendizaje en muy diferentes momentos (1978, 2001 y 2013) y se han entrevistado personas de perfiles diversos. Aportaciones y resultados: Comprensión de las formas en que en estas tres Comunidades de Aprendizaje se desarrolla el liderazgo dialógico y cómo se consolida con la comunidad. En base a los resultados obtenidos en las entrevistas, se destacan aspectos de la participación y el liderazgo vinculados a los procesos de aprendizaje. Limitaciones: El liderazgo dialógico en Comunidades de Aprendizaje se desarrolla en contextos escolares muy diversos, estando este artículo centrado en tres centros.Implicaciones prácticas: La participación de toda la comunidad en el liderazgo dialógico en Comunidades de Aprendizaje tiene implicaciones que pueden ir más allá del centro escolar. Implicaciones sociales: Comunidades de Aprendizaje ha demostrado mejorar los resultados académicos y la superación del fracaso escolar, en línea con los objetivos de la Estrategia Europea 2020. Originalidad / Valor añadido: Este artículo presenta datos empíricos sobre cómo el liderazgo dialógico se crea, promueve y desarrolla en tres Comunidades de Aprendizaje, en línea con el giro dialógico de las sociedades y las ciencias sociales.

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