<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0185-2698</journal-id>
<journal-title><![CDATA[Perfiles educativos]]></journal-title>
<abbrev-journal-title><![CDATA[Perfiles educativos]]></abbrev-journal-title>
<issn>0185-2698</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Instituto de Investigaciones sobre la Universidad y la Educación]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0185-26982020000300052</article-id>
<article-id pub-id-type="doi">10.22201/iisue.24486167e.2020.169.59363</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Acompañamiento a redes de líderes escolares para su transformación en comunidades profesionales de aprendizaje]]></article-title>
<article-title xml:lang="en"><![CDATA[Accompaniment of networks of school leaders for their transformation into professional learning communities]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mellado Hernández]]></surname>
<given-names><![CDATA[María Elena]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rincón-Gallardo]]></surname>
<given-names><![CDATA[Santiago]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Aravena Kenigs]]></surname>
<given-names><![CDATA[Omar Andrés]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Villagra Bravo]]></surname>
<given-names><![CDATA[Carolina Pilar]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Católica de Temuco  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Michael Fullan Enterprises  ]]></institution>
<addr-line><![CDATA[Toronto ]]></addr-line>
<country>Canadá</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Católica de Temuco  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Católica de Temuco  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2020</year>
</pub-date>
<volume>42</volume>
<numero>169</numero>
<fpage>52</fpage>
<lpage>69</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S0185-26982020000300052&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S0185-26982020000300052&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S0185-26982020000300052&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Se describe una estrategia de acompañamiento a diez redes de líderes escolares y su efecto en el desarrollo de capacidades directivas, las prácticas de liderazgo y la cultura de aprendizaje, desde la valoración de sus integrantes. Es un estudio mixto de alcance descriptivo. Los participantes son 139 directivos pertenecientes a diez redes de La Araucanía, Chile, acompañados durante dos años y medio por &#8220;amigos críticos&#8221; de un Centro de Liderazgo Educativo. Las técnicas de recolección de información fueron un cuestionario Likert (pre y post) y entrevistas semiestructuradas. Los resultados indican que los directivos escolares aumentan significativamente su valoración respecto al trabajo en red, y lo reconocen como una estrategia que permite reflexionar sobre sus prácticas de liderazgo y aprender colaborativamente en ambientes de confianza y simetría profesional. Asimismo, valoran al &#8220;amigo crítico&#8221; como un actor educativo que orienta la transformación de las redes en comunidades profesionales de aprendizaje.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract We describe a strategy of accompaniment of ten networks of school leaders and its impact on the development of management skills, leadership practices, and the culture of learning, based on an assessment of their members. It is a mixed study of descriptive scope. The participants are 139 managers pertaining to ten networks in La Araucania, Chile, accompanied for two and a half years by &#8220;critical friends&#8221; from an Educational Leadership Center. Data gathering techniques were a Likert questionnaire (pre and post) and semistructured interviews. The results indicate that school managers have a significantly higher opinion of networking, and recognize it as a strategy which helps them reflect on their leadership practices and learn collaboratively in environments of trust and professional symmetry. Also, they appreciate the &#8220;critical friend&#8221; as an educational actor who orients the transformation of networks into professional learning communities.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Redes educativas]]></kwd>
<kwd lng="es"><![CDATA[Colaboración]]></kwd>
<kwd lng="es"><![CDATA[Liderazgo escolar]]></kwd>
<kwd lng="es"><![CDATA[Amigo crítico]]></kwd>
<kwd lng="es"><![CDATA[Comunidades profesionales de aprendizaje]]></kwd>
<kwd lng="en"><![CDATA[Educational networks]]></kwd>
<kwd lng="en"><![CDATA[Collaboration]]></kwd>
<kwd lng="en"><![CDATA[School leadership]]></kwd>
<kwd lng="en"><![CDATA[Critical friend]]></kwd>
<kwd lng="en"><![CDATA[Professional learning communities]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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