Liderazgo ético en las comunidades de aprendizaje y la formación inicial docente

Abstract

The study aimed to analyze the role of ethical leadership in learning communities and its impact on initial teacher training. The research was based on a theoretical and documentary approach, based on the analysis of specialized literature, regulatory frameworks, and contemporary perspectives on educational leadership and learning communities. Throughout the work, contributions from various authors, as well as current legal and pedagogical provisions in Mexico, were reviewed, which allowed us to understand the importance of integrating ethics into teaching practice. The findings showed that educational leadership, when exercised based on ethical principles, contributed to generating environments of trust, equity, and inclusion. It was also evident that learning communities provided a space for collaboration and critical reflection that strengthened both the professional competencies and social commitment of future teachers. It was emphasized that initial teacher training, supported by these approaches, enabled not only the acquisition of technical knowledge but also the development of values ​​that responded to the challenges of contemporary education. It was concluded that ethical leadership was an essential component for transforming school culture, fostering fair, collaborative, and inclusive practices. Similarly, learning communities emerged as key settings for educational innovation and for consolidating the professional identity of preservice teachers.