Comunidades de aprendizaje en la formación inicial docente: reflexiones y desafíos para su implementación

Introduction: Learning communities have established themselves as collaborative spaces that promote teacher reflection, but their implementation in initial physical education training has been little studied. Objective: To understand how physical education university students experience and make sense of their participation in learning communities during their university career. Methodology: Qualitative study with an interpretive phenomenological design. Semi-structured interviews were conducted with 30 students from intentionally selected universities in Chile. The data were analyzed using open and axial coding with the support of ATLAS. ti. 7.5 software. Results: The analysis identified five categories: initial expectations, professional development, cross-cutting skills, teaching prospects, and sense of belonging. Learning communities fostered critical reflection, theory-practice integration, collaboration with peers and teachers, and the construction of a teaching identity committed to reality. Conclusion: Participation in learning communities was a configured as a meaningful formative process that fostered professional competencies and collaborative relationships, although certain difficulties remain that limit its scope, thereby highlighting the need for university environments that promote reflective and collective practices.