Educational Leadership Training, the Construction of Learning Communities. A Systematic Review
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Instructional leadershipTeacher trainingHead teacher trainingProfessional learning communities
García-Martínez, I.; Díaz-Delgado, M.Á.; Ubago-Jiménez, J.L. Educational Leadership Training, the Construction of Learning Communities. A Systematic Review. Soc. Sci. 2018, 7, 267; doi:10.3390/socsci7120267.
Instructional leadership notions and practices allow educators to engage in relevant roles within schools. Instead of implementing these concepts in professional programs, Mexican and Spanish education systems still preserve a “technically oriented” training model that separates educational and professional aims. Diverse studies have identified the benefits of implementing instructional leadership orientations within “Educational cooperation”, “Cooperative education”, “Team teaching” and “Teacher leadership” at schools. This systematic review conducted usingWeb of Science—contributes by organizing the produced knowledge and identifies the main findings reported by the academic literature on this topic. It seeks to answer the following questions: (1) What are the contributions of this research to the education systems examined? (2) What kind of knowledge about educational leadership and professional learning communities can be inferred from them? Results from the majority of studies found that instructional leadership offers a useful tool to promote shared responsibility between teachers and head teachers and supports professional learning communities. A main conclusions of the present study is that it highlights the importance of bypassing existing bureaucratic practices within schools in order to replace the traditional “technical orientation” of training programs. Instructional leadership may facilitate some of the required transformations in the context of global educational reform.