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Torres Soto, Ana

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Torres Soto, Ana
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Universidad de Murcia. Departamento de Didáctica y Organización Escolar
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    La innovación educativa a examen: políticas y actuaciones de la Administración
    (Instituto Federal do Tocantins – Reitoria, 2025-10-20) Vallejo Ruiz, Mónica; Bernárdez Gómez, Abraham; Torres Soto, Ana; Didáctica y Organización Escolar
    Educational innovation has become a central axis for addressing the pedagogical, technological, and social challenges of the 21st century. Educational institutions must embrace innovation as a shared construction, the result of the joint involvement of teachers, school leadership teams, students, and families (Fullan, 2002; Bolívar, 2010).Despite the numerous initiatives driven by schools, there is still a lack of empirical evidence that allows for an in-depth understanding of these experiences, particularly in some Spanish regions such as Murcia, which remains underrepresented in national studies.This paper focuses on the analysis of two innovation calls promoted by the Regional Ministry of Education and Vocational Training during the 2024/2025 academic year. These include 35 innovation projects funded in Early Childhood and Primary Education schools, along with 19 schools involved in the training plan “Innovation Community.”The findings show that these innovation initiatives developed in the schools of this autonomous community share common objectives: fostering pupil participation, developing digital and communication skills, stimulating critical and creative thinking, promoting inclusion, and facilitating pupils’ integration. These objectives reflect a holistic educational vision aimed at creating inclusive, participatory school environments that are responsive to contemporary demands.
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    Liderazgo, implicación de la comunidad educativa y evaluación: elementos clave de la innovación educativa
    (Grupo de investigación de la universidad Complutense 'Concilium', HISIN (Historia de los Sistemas Informativos), 2025-09-11) Porto Currás, Mónica; Bolarín Martínez, María José; Torres Soto, Ana; García Hernández, María Luisa; Didáctica y Organización Escolar; Facultad de Educación
    Introduction: Any educational innovation process must provide opportunities for improvement in teaching and learning processes while also being accompanied by monitoring and reflection on the path taken and opportunities for growth. In this regard, this article aims to understand how innovations are developed and assessed within non-university educational institutions in the Region of Murcia. Methodology: A quantitative, descriptive, and exploratory design was used, and data were collected through a questionnaire administered to 131 active teachers from non-university educational institutions in the Region of Murcia. Results: The findings indicate that leadership in the development of innovations is often exercised by school management teams. Conversely, the results also reveal the limited involvement and participation of families in innovation processes. Additionally, significant differences were observed regarding leadership and participation depending on the ownership of the schools. Conclusions: There is a perceived need to promote teacher training in leadership and evaluation, as well as to encourage the participation and engagement of the educational community within schools.
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