Publication: Aportaciones y dificultades valoradas por las personas
participantes en un proceso de innovación educativa de
infantil a secundaria obligatoria
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Date
2022
Authors
Martínez-Maireles, David ; Naranjo Llanos, Mila ; Tort Bardolet, Antoni
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Publisher
Universidad de Murcia. Servicio de Publicaciones
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DOI
http://dx.doi.org/10.6018/rie.465491
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info:eu-repo/semantics/article
Description
Abstract
Las innovaciones educativas para mejorar los procesos de enseñanza, aprendizaje y evaluación
se han estudiado desde diferentes perspectivas en los últimos años. El objetivo de este
artículo es presentar las aportaciones y dificultades percibidas y valoradas por los diferentes
agentes educativos involucrados (docentes, alumnado, familias y equipo directivo). A partir de
la metodología cualitativa y del método de estudio de caso múltiple, los resultados muestran una
aportación en el tipo y naturaleza del aprendizaje, en el aprendizaje cooperativo y el relacional
y emocional. Así mismo, se valoran como dificultades el tiempo de dedicación del docente, su
formación y acompañamiento, y la necesidad de una mayor colaboración entre los agentes. Estos
resultados son acordes con las investigaciones previas desarrolladas, si bien aportan una visión
del conjunto de los agentes participantes. Como conclusión general, destaca la necesidad de una mayor implicación de todos los agentes educativos promovida por el equipo directivo y de una
mayor publicidad del proceso de innovación para legitimarlo y vincularlo a la realidad social.
Educational innovations to improve teaching, learning, and evaluation processes have been studied from different perspectives in recent years. The aim of this article is to present the contributions and difficulties perceived and valued by the different educational agents involved (teachers, students, families, and management team). Using a qualitative methodology and relying on the multiple-case study method, this paper shows a contribution in the type and nature of learning, as well as in cooperative, relational and emotional learning. Likewise, the teacher’s dedication, his/her training and accompaniment, and the need for greater collaboration among the agents are regarded as difficulties. These results are in line with previous research, although they provide an overview of all the agents involved. In conclusion, this study highlights the need for greater involvement of all educational agents promoted by the management team and greater publicity of the innovation process to legitimize it and link it to the social reality.
Educational innovations to improve teaching, learning, and evaluation processes have been studied from different perspectives in recent years. The aim of this article is to present the contributions and difficulties perceived and valued by the different educational agents involved (teachers, students, families, and management team). Using a qualitative methodology and relying on the multiple-case study method, this paper shows a contribution in the type and nature of learning, as well as in cooperative, relational and emotional learning. Likewise, the teacher’s dedication, his/her training and accompaniment, and the need for greater collaboration among the agents are regarded as difficulties. These results are in line with previous research, although they provide an overview of all the agents involved. In conclusion, this study highlights the need for greater involvement of all educational agents promoted by the management team and greater publicity of the innovation process to legitimize it and link it to the social reality.
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Citation
Revista de Investigación Educativa, RIE, V. 40, N. 2, 2022, pp. 495-512
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