Innovation in a vulnerable school: An action research experience
This paper presents the results of a research project which aimed to contribute to the development of innovative teaching practices by setting up a teaching experimentation laboratory (LAP) in a vulnerable Chilean school. According to the principles of action research, 15 training activities on inno...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2024 |
| País: | Brasil |
| Institución: | Fundação Carlos Chagas (FCC) |
| Repositorio: | Cadernos de Pesquisa (Fundação Carlos Chagas. Online) |
| Idioma: | español |
| OAI Identifier: | oai:ojs.publicacoes.fcc.org.br:article/10358 |
| Acceso en línea: | https://publicacoes.fcc.org.br/cp/article/view/10358 |
| Access Level: | acceso abierto |
| Palabra clave: | Innovación Educacional Investigación Pedagógica Formación de Docentes Inovação Educacional Pesquisa Pedagógica Formação de Professores Educational Innovation Pedagogical Research Teacher Education Innovation Éducative Recherche Pédagogique Formation des Enseignants |
| Sumario: | This paper presents the results of a research project which aimed to contribute to the development of innovative teaching practices by setting up a teaching experimentation laboratory (LAP) in a vulnerable Chilean school. According to the principles of action research, 15 training activities on innovative practices were carried out and a customized room was set up. Meanwhile, interviews, focus groups and process evaluations were carried out. The results show the following: (1) the potential of pedagogical change; (2) new ways of occupying the classroom space; (3) the evaluation of pedagogical experimentation. The conclusion is that innovation should be a school project and should promote a broad perspective for understanding learning. |
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