The purpose of this paper is to construct a policy map of professional learning networks (PLNs) in Spain. It includes initiatives prompted in Spanish schools in which social, political, cultural and educational elements are integrated. At the same time, it analyses which organization promotes each of the networks, the objectives pursued and the scope of the network in the territory in which it is created.,The methodology followed is essentially descriptive and incorporates the first experiences with school networks which have been disseminated in the Spanish literature. It stimulates reflection on the role networks are expected to play in relation to local developments in this specific school system.,The cases described (Castellon, Catalonia, Malaga and Seville) suggest a way forward for practitioners to advance toward an educational paradigm based on greater collaboration. This includes a partnership approach among professionals within and across classrooms, schools, communities, districts and education systems. In particular, the results place the focus of the network on the prevalence of the following school classification, included schools (community networks linking to the territory), extended schools (socio-educational networks), equity schools (equity fostering networks) and partnership schools (school-to-school support networks), whose objectives and scopes are reviewed.,With the Spanish context in mind, it is essential to recognize that more empirical evidence is still needed to make a significant contribution toward building knowledge in this research line. Indeed, sustainability seems to be an important point to consider in a short-term world where quick-fix solutions are required. However, PLNs need time to know how beneficial they really are, for example, in terms of student outcomes and school improvement.,The argument developed assumes networks as a mirror wherein the present and future of education takes place. In this sense, the scientific and educational communities have both a challenge and an opportunity to rethink the potential of networking and collaboration in education. The article tries to be attractive to a specialized reader or one simply interested in the problem of networks in education and the reality of PLNs in Spain.,The network society demands a network school environment where communities are part of a local character strategy.,This document offers an interesting view on networks that not only focus on education but on social and welfare issues and it aims to target education from a broader perspective; so resulting in opening schools to the community, which is not a widely covered topic in education research. In summary, the paper can be considered as a pioneer study in the Spanish context, which contains valuable information about PLNs, their origin and current status in this part of the world.

中文翻译：

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西班牙专业学习网络的出现

本文的目的是构建西班牙专业学习网络（PLN）的政策图。它包括在西班牙学校中提出的倡议，其中融合了社会，政治，文化和教育因素。同时，它分析了哪个组织促进了每个网络的发展，所追求的目标以及网络在其创建地区的范围。所遵循的方法本质上是描述性的，并结合了具有已在西班牙文学中传播。它激发了人们对网络在该特定学校系统中与当地发展相关的作用的反思。案例描述（Castellon，加泰罗尼亚，马拉加（Malaga）和塞维利亚（塞维利亚）（Seville）提出了一种从业者前进的方式，可以在更大合作的基础上朝着教育范式发展。这包括教室，学校，社区，地区和教育系统内外的专业人员之间的伙伴关系方法。尤其是，结果将网络的重点放在以下学校分类的普遍性上，包括学校（与领土相连的社区网络），扩展学校（社会教育网络），公平学校（公平教育网络）和合伙学校（学校对学校的支持网络），其目标和范围进行了审查。考虑到西班牙的情况，必须认识到仍需要更多的经验证据来为该研究领域的知识建设做出重大贡献。的确，在需要快速解决方案的短期环境中，可持续性似乎是一个重要的考虑因素。但是，PLN需要时间来了解其真正的益处，例如，在学生成绩和学校进步方面。发展的论点假设网络是一面镜子，其中发生了教育的现在和将来。从这个意义上讲，科学和教育界既要重新思考在教育中建立网络和协作的潜力，又既有挑战，也有机会。本文旨在吸引专业读者或仅对教育中的网络问题和西班牙的PLN现实感兴趣的人。，网络社会要求网络学校环境中，社区是地方性格策略的一部分。该文档提供了一个有趣的观点，不仅关注教育，而且关注社会和福利问题，而且其目标是从更广泛的角度来看教育；因此导致向社区开放学校，这在教育研究中并未广泛涉及。总而言之，该论文可以被视为西班牙文的先驱研究，其中包含有关PLN，其起源和在世界这一地区的现状的宝贵信息。