To reach objective 4 and 17 adopted by the General Assembly in September 2015, go through working together, teachers and students need to form a community of knowledge seekers and builders as the UNESCO (2021) affirms, so one of the ways to achieve these two sustainable development goals is to form communities of professional practice.

Thus, improving education is significantly dependent on the ability of school leaders to connect everyone (teachers, families and local community) into a professional community of practice, which increases their professional capital. It has three dimensions; human capital is acquired and useful skills of all inhabitants or members of society (Smith, 1776); social capital, those characteristics of social organization, such as trust, standards and networks that can improve the efficiency of society by facilitating coordinated actions (Putnam, 1995) and decision capital, is what professionals acquire and accumulate through structured and unstructured experiences, practice and reflection , capital that allows them to make judgements.

In complex contexts, a new governance of the school is required, with horizontal leaders (leadership from the middle) that build projects, cultures and environments with a community vocation of commitment to educational improvement, while expanding the social capital of the Professional Practice Community.

COMMUNITY OF PROFESSIONAL PRACTICE

Interestingly, Domingo-Segovia et al. (2020) have used the term of “Professional Practice Community” as a broader term to “professional learning community” that includes the school and the local community context. Community that requires the emergence of fluid networks of interrelationship, communication and support for the learning of all and for all, with a shared and networked leadership, articulated from a broad perspective of “middle leadership” (Rincón, 2019).

Therefore, as an “extended” community, the stage and actors must be linked and expanded with the collective goal of educational improvement, expanding networks of influences and opportunities. Hence the importance of the “increase of professional capital” (Hargreaves & Fullan, 2014), the next point to be discussed.

PROFESSIONAL CAPITAL AND LEARNING ANALYTICS

The key to this term is the systemic development and integration of three types of capital – human, social and decision-making – into the teaching profession. Professional capital has to do with collective responsibility, not individual autonomy; with rigorous training, continuous learning, going beyond the evidence, being open to the needs and priorities of students and society “ (Hargreaves & Fullan, 2012).

In addition, the use of learning analytics defined as “the measurement, collection, analysis and presentation of data about students and their contexts, in order to understand and optimize learning and the environments in which it occurs” acquires a relevant value as it can be used as a means to extract the most effective methodologies, processes and tools in data measurement, collection, analysis and reporting of professional capital (Khalil & Ebner, 2016).

Thus, The rationale for this work was to understand the structure of how learning analytics can help the improvement and understanding of professional capital in the field of education by analyzing its scientific output. For this purpose, bibliometric maps offering a better understanding of the structure of a scientific domain through the graphical representation of the different units of analysis and their relationships (Small, 2006)

Thus, this research will answer the following questions:

RQ1: What are the key themes or knowledge grouped around the use of learning analytics for the improvement of professional capital?

RQ2: What is the research trend of the field under study?

RQ3: What are the research boundaries extracted from the network analysis?

The steps and tools used in this process are explained more specifically in the methodology.

Firstly, to guide the first part of the study and to check the scientific production more in order to make our maps, the guides were used. and PRISMA checklist (http://www.prisma-statement.org) to ensure transparency in both the research process and analysis (Moher et al 2009). Second, the cluster-based VOSviewer (van Eck & Waltman, 2011) was used to perform the analysis. It presents the structure, evolution, cooperation and other relationships of the field of knowledge for literature data. It also allows the user to view and explore scientific data mapping in cluster format based on data from scientometrics networks. Both are explained more specifically below. PRISMA Web of Science (WOS), Scopus and Association for Computing Machinering (ACM) were used as data sources in this document. In order to provide rigor to our search process, we proceeded to establish keywords extracted from the ERIC thesaurus (Hertzberg and Rudner, 1999). This document retrieves the information using the search formula ALL FIELDS (ALL) / (ALL=“learning analytic*" OR ALL="academic analytic*" OR ALL="teaching analytic*") AND (ALL="social capital" OR ALL=“human capital“ OR ALL=“decisional capital” OR ALL=“professional capital”) and the results after the duplicate citations were 657 papers at this initial stage . The search was conducted on Feb. 23, 2022. The process of inclusion of the studies was conducted through peer review (Sarthou, 2016). We proceeded to read the items returned by our search to identify only those that were relevant to our research questions and objectives. Of the 93 items returned, we selected 84. In this, the reason for the exclusion of these studies was the thematic inadequacy in relation to our study. Thus, the articles under study have been obtained, they are analysed with the software described below. VOSVIEWER Once the 84 articles have been imported in zotero, a multiplatform bibliographic reference manager, free, open and free, its main objective is to help us collect and manage the resources needed for our research (Alonso-Arévalo, 2015). However, we recommend also exploring the effect of excluding a smaller or higher percentage of terms, in our case we eliminated the words "study" and "analysis" as we believe they distort the results. We refer to Van Eck and Waltman (2011) for a brief explanation of the calculation of relevance scores. The network visualization maps or cluster density maps were produced by the VOSviewer, maps that show the results of the analysis.

This paper assessed global research trends from 2012 to 2019. The subject of learning analytics in the improvement of professional capital has been a field with a lot of research over the last 10 years, but it should be noted that scientific output has increased exponentially in recent years. There is a growing interest in research related to both learning analytics and business capital independently, which corresponds to the urgent need to jointly develop and improve these research fields. Therefore, this study will provide us with three key points: a) It helps to better understand how learning analytics studies are carried out in the improvement of professional capital, as well as the fields and disciplines in which they are carried out, specifically 6 clusters or clusters were detected (research on the influence of community improvement program, research in the analytics of learning, analysis of collaborative networks, relationship models for performance improvement and theoretical background) b) The evolution over time of the studios, where it is possible to appreciate a current interest in platforms for the improvement of professional capital; and c) a frontier of analysis is proposed, with content studies to try to observe and use more specific information of these articles. Limitations of this bibliometric study should be addressed, it is suggested to expand the research using other databases such as EBSCO, ProQuest, Emerald, SAGE, or others; however, the study agrees with the objective of the research, providing. In addition, future studies could consider other types of maps offered by the software such as co-citation between authors, journals... In future work, the construction and comparison of two-dimensional bibliometric maps corresponding to several time periods would show where trends and research fronts are evolving.

The results of this publication are part of three research projects: 1) "Communities of professional practice and learning improvement: intermediate leadership, networks, and interrelationships. Schools in complex contexts" (Ref.: PID2020-117020GB-I00), funded by MCIN/AEI/10.13039/501100011033/ and ERDF "A way of doing Europe"; and 2) "Communities of professional practice and learning improvement" (Ref.: P20_00311), funded by the Andalusian Plan for Research, Development, and Innovation (PAIDI 2020). Bolam, R, et al. (2005). Creating and Sustaining Effective Professional Learning Communities, DfES Research Report RR637, University of Bristol, Bristol. 3) "Extended Professional Learning Communities and Collaboration Networks for Sustainable Development and Inclusion: New Governance and Social Capital" (Reference: B-SEJ-234-UGR20), financed by the FEDER 2020 Operational Program (Andalusia 2014-2020)" Domingo-Segovia, J., Bolívar-Ruano, R., Rodríguez-Fernández, S., & Bolívar, A. (2020). Professional Learning Community Assessment-Revised (PLCA-R) questionnaire: Translation and validation in Spanish context. Learning Environments Research, 23(3), 347-367. https://doi.org/10.1007/s10984-020-09306-1 Hargreaves, A., Fullan, M., & Pruden, J. (2012). Professional Capital. Hargreaves, A., & Fullan, M. (2014). Capital profesional. Transformar la enseñanza en cada escuela. Madrid: Morata. Khalil, M. & Ebner, M. (2016). “What is Learning Analytics about? A Survey of Different Methods Used in 2013- 2015”. In Proceedings of Smart Learning Conference, Dubai, UAE, 7-9 March, 2016 (pp. 294-304). Dubai: HBMSU Publishing House. Leana, C. R. (2011). The missing link in school reform”, Stanford Innovation review, 34. Moher, D., Liberati, A., Tetzlaff, J., & Altman, D.G. (2009). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA Statement. Annals of Internal Medicine, 51, 264-269. Putnam, R. D. (1995). "Bowling Alone: America's Declining Social Capital", Journal of Democracy 6:65-78. Rincón, S. (2019). Las redes escolares como entornos de aprendizaje para los líderes educativos. En J. Weinstein & G. Muñoz (eds.). Cómo cultivar el liderazgo educativo. Trece miradas. (pp.355-388) Santiago: Universidad Diego Portales Small, H. (2006). Tracking and predicting growth areas in science. Scientometrics, 68(3), 595-610. https://doi.org/10.1007/s11192-006-0132-y Smith, A. (1776), An inquiry to the nature an causes of the wealth of nations, Book II: of the nature, accumulation, and employment of stock Nueva York. Classic house books. UNESCO (2021). Reimagining our futures together: a new social contract for education. Paris. Unesco.https://unesdoc.unesco.org/ark:/48223/pf0000379707 United Nations General Assembly. (2015). Transforming our world: The 2030 agenda for sustainable development. Van Eck, N.J., & Waltman, L. (2011). Text mining and visualization using VOSviewer. ISSI Newsletter, 7(3), 50–54