Participatory Action Research as a methodology in primary school Professional Learning Communities: a case study

Abstract

This article aimed to describe the implications of Participatory Action Research as a methodology within Professional Learning Communities. It was conducted using a qualitative approach, employing the case study method to examine the experience of this linkage in a primary school in the municipality of Ahome, Sinaloa. The results showed that Participatory Action Research can provide a methodological framework to address pedagogical problems, strengthen a sense of community, and foster distributed leadership within Professional Learning Communities. However, this synergy is not without challenges, as managing expectations and time poses difficulties for implementation. When Participatory Action Research is situated within a traditionally hierarchical structure, participation implies being affected, and the dominant school culture acts as a barrier. It is therefore important for teachers to receive methodological training and adopt an ethical stance, avoiding a utilitarian approach to the methodology. It is concluded that, for this linkage to be effective, it is necessary to discuss the tensions that arise in practice, question the dominant structures of the school, and adopt a pedagogy based on listening, dialogue, and collaborative construction.