Abstract:

In this paper we highlight the role of learning communities in educational institutions in the professionalization process of teaching careers. We present design elements of the constitution and implementation at macro-educational and micro-educational levels of learning communities, in which the work of the pedagogical practice mentor and the teaching career mentor is determinant for the initial and in-service training of teachers. Learning communities in educational institutions are professional entities that offer multiple opportunities for teachers’ career development, facilitate the continuous adaptation of schools to new challenges arising at all levels of society, integrate the results of educational research. Teachers who are part of a learning community can make effective and rapid use of the support provided by the mentor, benefiting from analysis, guidance and participation in training programmers in line with the specific needs of educational institutions. The indirect beneficiaries of in-service teacher training are pupils in the different curricular cycles. In-service training of teachers in their schools is the most appropriate instructional design strategy with medium and long-term results in education. The most important dimensions of the activities carried out in learning communities are involvement, sharing experiences, facing difficulties and continuous development of the community.

Keywords:

Learning communities, professionalization of teaching careers, psycho-pedagogical competences.