Trabajo Colaborativo y redes profesionales en el Desarrollo Profesional Docente: una revisión metaagregativa de 43 estudios (2008–2024)
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Este artículo sistematiza los principales hallazgos de una revisión metaagregativa sobre colaboración docente y redes profesionales de aprendizaje en el Diseño, Implementación y Evaluación del Desarrollo Profesional Docente, con énfasis en los Planes de Desarrollo Profesional Docente (PDPD). A partir de 43 estudios (2008 a 2024), se elaboran hallazgos sintetizados conducentes a recomendaciones de acción. Los resultados muestran: 1) los PDPD más efectivos se diseñan de manera colaborativa, incorporando la participación activa de docentes, el apoyo de expertos externos y un fuerte anclaje en necesidades y capacidades situadas; 2) se observa que la implementación situada, mediada por comunidades profesionales, redes inter-escolares y entornos virtuales, favorece la apropiación de nuevas prácticas y su sostenibilidad en el tiempo; y 3) la evaluación del DPD con foco en colaboración requiere marcos que integren indicadores objetivos y subjetivos, y múltiples niveles de análisis (docente, organizacional y resultados estudiantiles), lo que complejiza la atribución de impacto.
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