Comunidades Virtuales de Aprendizaje Profesional en Educación: Revisión Sistemática hacia el Estado del Conocimiento

Alma Yereli Soto Lazcano

doi:10.34624/9sx2fd47

Authors

Alma Yereli Soto Lazcano National Polytechnic Institute https://orcid.org/0000-0003-0953-8563 (unauthenticated)

DOI:

https://doi.org/10.34624/9sx2fd47

Keywords:

Community, Learning, Digital technology, Faculty, Professional Practice

Abstract

Virtual Professional Learning Communities (VPLCs) are educational spaces that strengthen teacher professionalization and, by incorporating virtual environments, foster digital competence through interaction and participation. This article presents the results of a systematic review (SR) conducted through a qualitative approach to examine the state of knowledge (SoK) on CVAPs in education. The objective was to identify knowledge trends and innovations for study of an international community in mathematics education, composed of teachers participating in a seminar on specific didactics at the National Polytechnic Institute in Mexico. The SR was developed using bibliometric and metadata analysis, applying the principles of the PRISMA 2020 statement to define selection criteria. Documentary analysis techniques were employed, including searches in the Scopus database and in SciSpace artificial intelligence (AI). After selecting the studies, a categorical content analysis was carried out with the support of ChatGPT and ATLAS.ti to build the SoK. Findings indicate that virtual communities are an emerging research trend, as is the broader integration of technology and virtuality in education; however, they remain scarcely explored within the field of mathematics education. It is concluded that VPLCs enable teachers to collectively manage knowledge and experience through dialogic learning, enhancing their professional and digital practice in the 21st century, which in turn enables innovation in their educational practice.

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References

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