educational innovation

The teaching of History (methodology, projects, materials), has undergone many changes from Rafael Altamira’s research
over the end of the nineteenth century and first third of the twentieth century through to research by innovation groups comprising teachers in the last third of the twentieth century.

This paper shows the changes and continuities in history teaching models, as well as coincidences and differences. Its aim is to present a history of innovation concerning the teaching of the discipline because, although innovation has been discontinuous and has been more or less present depending on the circumstances and the actors who have promoted it, its return always maintains the intensity of the original expression. Consequently, we believe that this overview of innovation, analysing noteworthy proposals, is needed to record attempted changes and improvements and ensure they are available as a reference point when attempting to understand current initiatives.

 

Cite this article as: Duarte Piña, O. (2018). La enseñanza de la Historia: innovación y continuidad desde Rafael Altamira | Teaching history: innovation and continuity since Rafael Altamira. Revista Española de Pedagogía, 76 (269), 141-155. doi: https://doi.org/10.22550/REP76-1-2018-07

The aim of this study was to identify segments of university professors with different predispositions and use of the blended-learning methodology in their teaching routine. Predictor variables were taken from individual socio-demographic and professional characteristics; each one of the phases of adoption typified in the Theory of Diffusion of Innovation, proposed by E. Rogers, were taken as criterion variables. The study involved 486 teachers from different universities in the Autonomous Community of Castilla y León (Spain). Data treatment was run via segmentation analysis using the CHAID algorithm. The results showed that the prior training on b-learning as the main predictor variable in 4 of the 5 classification trees obtained. The paper concludes by emphasizing the importance of knowing the expansion phases of the b-learning adoption process in academics, identifying user types or profiles based on individual characteristics, in order to inform decision-making by the university administrators interested in accelerating the dissemination of such educational innovations.

 

Key Words: Diffusion Theory, educational innovation, blended learning, segmentation methods, CHAID.

The academic organization of university degrees, in the frame of the European Higher Education Area, has facilitated the constitution of teachers teams (Zabalza, 2009; Lopez, 2007). This is one of the key points in the processes of organization and improvement (Lester and Evans, 2009; Bacharach, Washut and Dahlberg, 2008) of higher education, but simultaneously, a hanging topic for the difficulty in obtaining a cultures change of university teachers, also demarcated in slightly agile and flexible structures. The paper is focused in a research caught out a group of university teachers, with the aim to realize a diagnosis of the situation of the teachers teams between the courses 2009-2010 to 2011-2012. The methodology used was the survey, with questionnaire and focus group. The results show that the organization in teachers teams is a reality perceived positively by teachers, but with problems and challenges that we have still further to go.

 

Key Words: Teachers teams, educational identities, identity construction, good practices, educational innovation, collaborative work, European Higher Education Area.

As a result of an initiative of the INRP, an European Observatory for educational innovation has been set up. Its main goals are related to research and training in the field of educational innovations throughout Europe. The Observatory wishes to operate as an open data base of innovation and change in European education systems. Thus, it is mainly addressed to researchers in the field, especially those interested in the comparative study of educational policies. Up to the present, five different issues have concentrated the Observatory's efforts: equality of educational opportunity, teaching and learning foreign languages, new profiles for teaching, teacher training, and headmasters' training.

This article deals with the design and assessment of a new instructional model called "The Intelligent Classroom" (IC). The Intelligent classroom is described in the context of educational learner-centered paradigm. The instructional design is formed by 8 dimensions: Goals, Tasks, Methods, Sequence, The Teacher, The Students, Assessment and Context. The model was applied to third year baccalaureate students attending 3 private schools in Madrid. The sample consisted of 398 subjects (216 males and 182 females). The design of assessment was quasi experimental, «control group non equivalent», with two groups corresponding to traditional teaching and the Intelligent Classroom. The dependent variable studied was academic achievement, assessed by objective tests. The results show positive effects of IC in general, as well as for different levels of achievement. Some significative differences in relation with gender were found.

In this article are exposed the results of an investigation on the origin, preparation and elaboration of the voluminous Treaty of Personalized Education, directed by Victor Garcia Hoz, as well as on the most fundamental contributions of the Treaty to the field of the theory and educational practice. Published in Spain, they are justified the doctrinal and practical approaches that base the place that occupies this Treaty, of thirty three volumes, in the framework of the existing pedagogic bibliography. Between the most meaningful contributions of the Treaty, fits to mention: the concept of "personalized education", above individualistic limitations; the pedagogic approach of "the difference and the conjunction"; the construction of a "Map of the personalized education"; or innovative educational accomplishments as the Fundamental Objectives System of the Education., the System for the well done Work or the creation of a Personalized educational environment.