Prácticas directivas bajo el modelo de Comunidades Profesionales de Aprendizaje

The article aims to analyze the practices that principals carry out within the framework of strengthening teacher collaboration and its connection with the Professional Learning Communities (PLC) model. The study shows that the main practices carried out involve reinforcing distributed leadership, also considering the expansion of participation levels. Additionally, the management of change and the creation of collective learning spaces among teachers are observed as relevant factors that enable professional development.