Revista Multidisciplinaria Perspectivas Investigativas
Multidisciplinary Journal Investigative Perspectives
Vol. 4(1), 29-37, 2024
https://doi.org/10.62574/rmpi.v4i1.97
29
Professional learning community and critical thinking in students
Comunidad de aprendizaje profesional y pensamiento crítico en
estudiantes
Sindili Margarita Varas Rivera
svarasr@ucvvirtual.edu.pe
Universidad César Vallejo, Trujillo, La Libertad, Perú
https://orcid.org/0009-0006-0030-1446
ABSTRACT
The objective of this research is to determine the relationship between professional learning
community and critical thinking in students of an educational institution in Chiclayo - Peru.
Regarding the nature of the research, it is quantitative and is framed as a basic type, 48 teachers
were selected as a sample. In light of these results, we proceed to reject the null hypothesis,
supporting the research hypothesis and confirming that the strength of the CAP has a positive
impact on the development of critical thinking in students. The interconnection between the
Professional Learning Community and Critical Thinking is not only presented as a fruitful
theoretical perspective but as a tangible reality with the potential to transform education.
Collaboration in the CAP nurtures the evolution of pedagogical practices, promotes professional
development, and ultimately contributes to the formation of critical and participatory citizens.
Descriptors: critical thinking; demonstrations (educational); teaching and training. (Source:
UNESCO Thesaurus).
RESUMEN
La investigación tiene por objetivo determinar la relación entre comunidad de aprendizaje
profesional y pensamiento crítico en estudiantes de una institución educativa de Chiclayo – Perú.
En cuanto a la naturaleza de la investigación, es cuantitativa y se enmarca de tipo básica, se
seleccionó como muestra a 48 docentes. A la luz de estos resultados, se procede a rechazar la
hipótesis nula, respaldando la hipótesis de investigación y confirmando que la fortaleza de la
CAP impacta positivamente en el desarrollo del pensamiento crítico en los estudiantes. La
interconexión entre la Comunidad de Aprendizaje Profesional y el Pensamiento Crítico no solo
se presenta como una perspectiva teórica fructífera sino como una realidad tangible con el
potencial de transformar la educación. La colaboración en la CAP nutre la evolución de prácticas
pedagógicas, promueve el desarrollo profesional y, en última instancia, contribuye a la formación
de ciudadanos críticos y participativos.
Descriptores: pensamiento crítico; demostración pedagógica; enseñanza y formación. (Fuente:
Tesauro UNESCO).
Received: 12/09/2023. Revised: 09/26/2023. Approved: 07/11/2023. Published: 01/01/2024.
Research articles section
Revista Multidisciplinaria Perspectivas Investigativas
Multidisciplinary Journal Investigative Perspectives
Vol. 4(1), 29-37, 2024
Comunidad de aprendizaje profesional y pensamiento crítico en estudiantes
Professional learning community and critical thinking in students
Sindili Margarita Varas Rivera
30
INTRODUCTION
In the glare of the digital era, the educational field is immersed in a constant process of
transformation. In this scenario, the notion of "Professional Learning Community" (CAP) has
emerged as a guiding beacon, illuminating the path towards a more effective and adaptive
education (Eirín-Nemiña, 2018). KLCs, understood as collaborative environments where
educators share knowledge, experiences and pedagogical strategies, have acquired significant
relevance in the contemporary context. The very fabric of education has evolved, and with it, the
demand for a more dynamic and collaborative approach among teaching professionals. In this
context, KAPs have flourished as virtuous spaces where teachers, principals, and other
educational actors converge to improve their pedagogical practice and thus enrich the learning
experience of students (Cabezas, et al. 2021), (Vaillant, 2019).
The fundamental purpose of this article is to explore in depth the phenomenon of Professional
Learning Communities, delineating their essential characteristics, examining their tangible and
intangible benefits, and exploring possible avenues for their successful implementation in diverse
educational settings. As education expands beyond the traditional walls of the classroom, CAPs
present themselves as a bridge between theory and practice, uniting educators in a collaborative
learning network (Rivera-Huaranga & Ledesma-Cuadros, 2021).
The very nature of CAPs is based on the premise that continuous learning is essential for
educational excellence. In a world where information flows rapidly and pedagogical
methodologies are constantly evolving, professional isolation is no longer a viable option. KAPs
offer a remedy to this disconnect by fostering the collective construction of knowledge and
continuous adaptation to the changing demands of the educational environment (Chue, 2016). In
examining the distinctive characteristics of KAPs, it is imperative to highlight their inclusive and
diverse nature. These communities transcend geographical boundaries and bring together
professionals from diverse disciplines, educational levels, and cultural backgrounds. This diversity
becomes an invaluable asset, as it fosters the generation of innovative ideas and the transfer of
good practices between seemingly disparate educational environments (Heemskerk, et al. 2020).
Technology plays a crucial role in building and sustaining KAPs. Online platforms, specialized
social networks and collaborative tools allow educators to connect across physical boundaries,
sharing resources, pedagogical strategies and common challenges. The virtuality of these
communities expands the possibilities for exchange and collaboration, facilitating the active
participation of educators who might otherwise be marginalized from professional development
opportunities (Hayward & Ward, 2018), (Anderi, et al. 2020).
However, effective implementation of CAPs is not limited to the adoption of advanced
technologies. It requires genuine commitment on the part of educators, educational leaders, and
the institutions that support them. Building a collaborative learning culture involves overcoming
cultural barriers, fostering trust and encouraging a willingness to share knowledge and
experiences. In addition, it is imperative to consider the creation of incentives and recognition that
value and promote active participation in these communities.
In this journey towards a more holistic and learning-centered education, KAPs emerge as
fundamental pillars. By deploying a range of strategies, from peer mentoring to collaborative
reflection on practice, these communities provide a space where educators can grow and thrive
professionally. Adopting professional development approaches based on collaboration and
critical reflection promotes a culture of continuous improvement, thereby enriching the quality of
the educational process.
The fascinating world of professional learning communities, exploring their impact on teacher
education, the improvement of pedagogical practice and, ultimately, on the educational
experience of students. Through a comprehensive analysis, it aims to shed light on the dynamics,
challenges and opportunities surrounding these communities, highlighting their crucial role in
building a more collaborative, adaptive and inclusive educational ecosystem.
At the crossroads of contemporary education, critical thinking emerges as a shining beacon,
outlining the path towards intellectual development and preparation to face the complex
Revista Multidisciplinaria Perspectivas Investigativas
Multidisciplinary Journal Investigative Perspectives
Vol. 4(1), 29-37, 2024
Comunidad de aprendizaje profesional y pensamiento crítico en estudiantes
Professional learning community and critical thinking in students
Sindili Margarita Varas Rivera
31
challenges of the 21st century. The ability to analyze, evaluate and synthesize information in a
reflective manner has become a key element in the development of the 21st century.
Critical thinking, as a pedagogical construct, has been the subject of attention and research for
decades. From its conceptualization by thinkers such as John Dewey and Bertrand Russell to
contemporary theories of educational psychology, its evolution has been marked by an increasing
recognition of its importance in the cognitive development of individuals. In the information age,
where the amount of available data is overwhelming, critical thinking stands as an invaluable tool
to discern, question and understand the complexity of the world around us.
Critical thinking goes beyond the mere accumulation of knowledge; it is an active process that
involves the reflective application of analytical skills to solve problems, make informed decisions
and form informed opinions. In a broad sense, it involves developing the ability to question
assumptions, consider alternative perspectives and communicate ideas clearly and effectively. At
the very heart of this process lies the ability of students to become independent and autonomous
thinkers (Bezanilla-Albisua, et al. 2018).
The traditional approach to education, focused on the transmission of facts and concepts, has
undergone a tectonic shift towards a paradigm that values students' ability to think critically. This
shift not only responds to the need to prepare young people for a competitive and constantly
evolving employment landscape, but also reflects a deeper understanding of education as a
means to empower individuals in their ability to actively participate in society.
Critical thinking, as a cross-cutting skill, finds its application across disciplines and educational
levels. From mathematical problem solving to literary analysis, its influence permeates the entire
spectrum of learning. However, its effective integration in the classroom is not trivial. It requires a
change in pedagogical practices, where educators become facilitators of the thinking process
rather than transmitters of information. This transformation involves the creation of learning
environments that foster inquiry, discussion and collaboration, thus stimulating the development
of critical thinking in each student.
The benefits of critical thinking are not limited to the academic environment; they transcend the
classroom and are projected into everyday life and civic participation. Individuals who possess
critical thinking skills are able to approach complex challenges with acuity and creativity, question
the information they receive, and make decisions based on evidence and reasoning. In a world
where misinformation and manipulation are omnipresent challenges, critical thinking becomes a
protective shield, enabling students to discern between truth and fallacy.
However, the path to fostering critical thinking is not without its challenges. The assessment of
this skill is inherently complex, as it goes beyond conventional testing and requires more holistic
and contextualized assessment methods. Moreover, the diversity of pedagogical approaches and
individual differences in cognitive development present additional challenges for educators
seeking to cultivate critical thinking effectively.
Throughout this article, the theoretical foundations of critical thinking will be explored, its
application in specific educational settings will be examined, and effective pedagogical strategies
for cultivating this skill in students will be discussed. In addition, contemporary issues related to
critical thinking, such as its relationship to technology and its role in the formation of informed and
participatory citizens, will be addressed.
It seeks to shed light on the transcendental role of critical thinking in the integral development of
students. As we move towards an increasingly complex and interconnected future, the promotion
of critical thinking is not simply a pedagogical option, but an educational imperative that shapes
the ability of individuals to understand, question and transform the world around them.
Based on the above; the research aims to determine the relationship between professional
learning community and critical thinking in students of an educational institution in Chiclayo - Peru.
Revista Multidisciplinaria Perspectivas Investigativas
Multidisciplinary Journal Investigative Perspectives
Vol. 4(1), 29-37, 2024
Comunidad de aprendizaje profesional y pensamiento crítico en estudiantes
Professional learning community and critical thinking in students
Sindili Margarita Varas Rivera
32
METHOD
Regarding the nature of the research, it is quantitative and is framed as basic, with the
fundamental purpose of broadening the understanding of the variables: professional learning
community and critical thinking in students. The population of interest consisted of all elementary
school teachers in an educational institution in Chiclayo - Peru, thus forming the census
population due to its small size.
Forty-eight teachers were selected as a sample, and a survey was used as the first research
technique. This instrument, a questionnaire designed with specific questions, facilitated the
collection of data from a large number of participants. Complementarily, the observation technique
was implemented, which provided detailed information by recording the study phenomenon
directly in the educational environment.
For both techniques, specific instruments were developed. The questionnaire was used for the
collection of data related to the variables professional learning community and critical thinking in
students. The validity of the instruments was ensured through expert judgment, where three
doctors evaluated the relevance of each item with respect to the indicators, thus ensuring internal
consistency.
Data collection was carried out with the consent of the participants, and the integrity of the findings
was guaranteed, avoiding manipulation. Subsequently, the data were processed using the SPSS
26 statistical program, establishing frequencies and percentages of the variables and dimensions,
presenting them in tables for analysis and interpretation. Given the ordinal nature of the
dependent variable, an ordinal logistic regression test was used to contrast the general and
specific hypotheses of the study.
RESULTS
Research hypothesis:
H1: There is a relationship between professional learning community and critical thinking in
students of an educational institution in Chiclayo - Peru.
H0: There is no relationship between professional learning community and critical thinking in
students of an educational institution in Chiclayo - Peru.
Table 1. Parameter estimates disentangling the relationships and statistical significance of the
variables under study.
Estimación
Wald
Sig.
Umbral
[D2_DD = 2]
17,020
,000
,001
Ubicación
[V1_CAP=2]
36,120
.
.
[V1_ CAP =3]
15,922
,000
,002
[V1_ CAP =4]
0a
.
.
[V3_PCE=2]
-,894
,970
,005
[V3_PCE=3]
0a
.
.
Source: Own elaboration.
Table 1 presents the parameter estimates obtained in the analysis, unraveling the relationships
and statistical significance of the variables under study. In relation to the learning community (LC),
the results reveal significance at the strong level (p = 0.002) in conjunction with critical thinking at
the process level (p = 0.001). This finding indicates that when KAP is manifested in its most robust
form, critical thinking in students is in the process of development. Likewise, in the context of
professional learning communities, significance is observed at the process level (p = 0.005).
Therefore, in light of these results, we proceed to reject the null hypothesis, supporting the
Revista Multidisciplinaria Perspectivas Investigativas
Multidisciplinary Journal Investigative Perspectives
Vol. 4(1), 29-37, 2024
Comunidad de aprendizaje profesional y pensamiento crítico en estudiantes
Professional learning community and critical thinking in students
Sindili Margarita Varas Rivera
33
research hypothesis and confirming that the strength of the KLC positively impacts the
development of critical thinking in students.
DISCUSSION
In the contemporary educational landscape, two fundamental pillars emerge as driving forces
defining the path to pedagogical excellence and holistic student development: the professional
learning community (PLC) and critical thinking. At the intersection of these two powerful currents,
fertile ground is revealed where collaboration among educators is intertwined with students' ability
to analyze, question, and understand deeply (Elizalde-García, et al. 2022). This article ventures
into the joint exploration of professional learning community and critical thinking, unraveling their
interconnections, examining their reciprocal influences, and highlighting their impact on the
formation of active learners and critical citizens.
Professional Learning Community (PLC): Collaborative Journey to Educational Excellence
The very fabric of education has been transformed into an interconnected network of
professionals who continually seek strategies to enrich their pedagogical practices. In this context,
professional learning communities (PLCs) have emerged as oases of collaboration, where
educators from diverse disciplines and levels congregate to share experiences, challenges, and,
most crucially, knowledge (Hayward & Ward, 2018), (Anderi, et al. 2020).
CAP is more than just a forum for discussion; it is a dynamic ecosystem where collective synergy
elevates individual competence. The essence of these communities lies in the active engagement
with continuous learning, collaborative reflection, and sharing of effective practices. From lesson
planning to the implementation of innovative strategies, CAP provides a space where educators
can nurture each other and thereby improve the quality of the teaching they provide (Zarate,
2022).
Modern technology acts as a catalyst that enhances the creation and maintenance of CAPs.
Online platforms, specialized social networks, and collaborative tools offer educators
unprecedented access to global resources, ideas, and perspectives. This virtual connectivity
expands the horizons of collaboration, allowing CAPs to transcend geographic limitations and
become global professional learning networks (Heemskerk, et al. 2020), (Rivera-Huaranga &
Ledesma-Cuadros, 2021).
Critical Thinking: The Cognitive Compass to an Uncertain Future
As CAPs weave the fabric of professional learning, critical thinking emerges as the common
thread that runs through all disciplines and educational levels. This mental process involves the
ability to analyze, evaluate and synthesize information in a reflective and autonomous manner.
Critical thinking goes beyond the memorization of facts; it is a tool that empowers students to
question assumptions, consider multiple perspectives, and make informed decisions (Cangalaya-
Sevillano, 2020).
In the educational context, critical thinking becomes the foundation upon which deep
understanding is built. from solving mathematical problems to interpreting literary texts, this skill
is the cognitive compass that guides students on their intellectual journey. As the world becomes
increasingly complex and information-rich, critical thinking stands as a protective shield against
misinformation and superficiality (Muñoz-Barriga, et al. 2023), (Cruz-Picón & Salinas-Peñaloza,
2022).
Interweaving Threads: The CAP symphony and critical thinking.
The connection between the professional learning community and critical thinking reveals itself
as a harmonious symphony that elevates education to new heights. In the CAP crucible,
educators not only share resources and pedagogical strategies, but also collaborate to design
learning experiences that foster critical thinking in their students.
CAP acts as a laboratory where the seeds of critical thinking are sown and cultivated. Through
discussion and collaboration, educators share pedagogical approaches that stimulate deep
analysis and reflection in their students. this collective process enriches each participant's
Revista Multidisciplinaria Perspectivas Investigativas
Multidisciplinary Journal Investigative Perspectives
Vol. 4(1), 29-37, 2024
Comunidad de aprendizaje profesional y pensamiento crítico en estudiantes
Professional learning community and critical thinking in students
Sindili Margarita Varas Rivera
34
pedagogical toolbox, allowing them to incorporate innovative strategies for cultivating critical
thinking in their classrooms.
In turn, students' critical thinking becomes the bond that strengthens CAP. educators, by
encouraging independent analysis and questioning, foster an environment where the learning
community thrives on the diversity of perspectives. students, by engaging in critical problem
solving, not only internalize concepts, but also contribute to the collective construction of
knowledge in CAP.
Integrated Strategies: Fostering CAP and Critical Thinking
Effective integration of CAP and critical thinking requires carefully designed pedagogical
strategies. collaborative lesson planning, peer mentoring, and the implementation of
interdisciplinary projects are just a few examples of how these two forces can converge into a
comprehensive pedagogical approach.
In CAP, strategies can include structured case analysis sessions, where educators apply critical
thinking to address specific pedagogical challenges. using online platforms to share resources
and engage in discussions facilitates the creation of a virtual community that transcends
geographic and time constraints.
Within the classroom, educators can design activities that foster critical thinking, such as debates,
research projects and analysis of real-world problems. At the same time, peer feedback in CAP
can enrich these strategies, providing valuable perspectives and refining pedagogical practices.
The preceding section has unraveled the complex relationship between the professional learning
community (PLC) and critical thinking, highlighting their potential synergy for transforming
education into a collaborative and reflective journey. In this phase of the discussion, we will delve
into the practical and theoretical implications of this association, examining how collaboration in
the CAP can enhance the promotion of critical thinking and vice versa; for this it is necessary to
consider:
1. Reflection on the evolution of pedagogical practices.
A crucial aspect that emerges from our exploration is the capacity of CAP to act as a catalyst for
the evolution of pedagogical practices. Collaboration among educators within these communities
provides opportunities for the exchange of effective strategies, innovative teaching methods, and
differentiated assessment approaches. This ongoing dialogue not only enriches the pedagogical
toolbox of participants, but also fosters a culture of continuous learning that translates into the
classroom.
2. Professional development and collaborative learning.
The CAP, by nurturing ongoing professional development, serves as a space where educators
can engage in collaborative learning. The exchange of experiences, shared reflection on
pedagogical challenges, and co-creation of solutions promote a sense of community and support
among education professionals. This environment conducive to collaborative learning translates
directly into the promotion of Critical Thinking, as the diversity of perspectives and approaches
enriches the understanding and application of teaching strategies that cultivate this skill in
students.
3. Impact on the formation of critical citizens.
The association between KAP and critical thinking also has significant ramifications for the
formation of critical and participatory citizens. As educators develop and apply pedagogical
strategies that foster critical thinking, they are directly contributing to the formation of students
capable of analyzing information, making informed decisions and actively participating in society.
The CAP, by being a space where best practices are shared, contributes to the creation of a
collective of educators committed to the formation of critical and reflective citizens.
Revista Multidisciplinaria Perspectivas Investigativas
Multidisciplinary Journal Investigative Perspectives
Vol. 4(1), 29-37, 2024
Comunidad de aprendizaje profesional y pensamiento crítico en estudiantes
Professional learning community and critical thinking in students
Sindili Margarita Varas Rivera
35
4. Ethical challenges and considerations.
However, it is essential to recognize the challenges inherent in this collaborative journey. The
diversity of pedagogical approaches within CAP can generate tensions and ethical challenges. It
is critical to address these differences with respect and openness, fostering constructive dialogue
that allows educators to learn from each other without imposing single models. In addition,
effective assessment of critical thinking remains a challenge, and CAP can be an enabling space
for the development and validation of more holistic assessment tools.
5. Future Lines of Research.
The association between KAP and critical thinking opens the way for a number of promising
research questions. For example, future research could further explore how specific dynamics
within CAP influence the successful implementation of pedagogical strategies that foster critical
thinking. In addition, the effectiveness of collaborative-focused professional development
programs in CAP in enhancing students' critical thinking skills could be probed.
CONCLUSION
In the context of professional learning communities, significance is observed at the process level
(p = 0.005). Therefore, in light of these results, we proceed to reject the null hypothesis, supporting
the research hypothesis and confirming that the strength of the CAP positively impacts the
development of critical thinking in students. The interconnection between the Professional
Learning Community and Critical Thinking is not only presented as a fruitful theoretical
perspective but as a tangible reality with the potential to transform education. Collaboration in
CAP nurtures the evolution of pedagogical practices, promotes professional development, and
ultimately contributes to the formation of critical and participatory citizens. However, addressing
the challenges inherent in this collaboration and defining ethical strategies for its effective
implementation are critical tasks to maximize its impact. On the horizon, these lines of research
and practice could illuminate new avenues for a richer, more reflective and meaningful education
for the benefit of students and society as a whole.
FUNDING
Non-monetary
CONFLICT OF INTEREST
There is no conflict of interest with persons or institutions involved in the research.
ACKNOWLEDGMENTS
To the teachers who participated in the population sample.
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Professional learning community and critical thinking in students
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Revista Multidisciplinaria Perspectivas Investigativas
Multidisciplinary Journal Investigative Perspectives
Vol. 4(1), 29-37, 2024
Comunidad de aprendizaje profesional y pensamiento crítico en estudiantes
Professional learning community and critical thinking in students
Sindili Margarita Varas Rivera
37
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