Learning communities: An experience in and for teaching professionalization at the National University of Education-Ecuador

Abstract

This article presents the experience-reflation in the implementation of the learning communities as part of the training process of the students-teachers in the seventh cycle of the careers of Basic Education and Bilingual Intercultural Education, a distance modality of the Plan for Professionalization teacher at the Universidad Nacional de Educación (UNAE) during the academic year April-August 2019. To respond to the problem nucleus, how does the educational community participate? Through the field the objective of pre professional practices, it aims at the conformation of these communities considering as spaces for knowledge management through participatory action research and the perspective of dialogical learning to generate in and about reflection practice. This process analysis aims to describe the participation of teachers-students in the Learning Community for knowledge management, considering each of the teachers as knowledge carriers, thus ensuring the equal participation of the educational actors involved. They commit to social transformation. All this leads us to consider learning communities as inter-learning environments that promote reflection and the construction of the new learning in and for teacher professionalization.