ANALYSIS OF THE APPLICATION PROCESS OF THE CONCEPT OF LEARNING COMMUNITY GOING THROUGH TEACHING PROFESSIONALIZATION

This article examines the relationship between teacher professionalization, school culture, and learning communities, aiming to analyze their role in educational transformation. A systematic documentary review with a qualitative-hermeneutical approach was conducted, following PRISMA guidelines. A total of 180 studies were identified in international academic databases, of which 65 met the inclusion criteria, prioritizing empirical research with objective measures of teaching practice and reading comprehension. Findings reveal a steady growth in scientific production between 2010 and 2024, with a marked acceleration after 2017 and a peak during 2020–2024, associated with the pandemic and the expansion of digital education. Three core categories emerged: (a) teacher professionalization, linked to initial training, continuing education, and career trajectory; (b) school culture, understood as a framework of values, norms, and practices shaping institutional life; and (c) learning communities, characterized by teacher collaboration, family engagement, and pedagogical innovation. The study concludes that school transformation requires an integrated approach that articulates teacher professionalization with the strengthening of school culture and the consolidation of sustainable learning communities. The review highlights that schools combining these three dimensions develop greater capacities for innovation, resilience, and continuous improvement. Furthermore, it underscores the need for future research using mixed and longitudinal designs to simultaneously evaluate changes in teaching practice, institutional culture, and student learning outcomes.