Prácticas innovadoras y evidencias científicas: percepciones del profesorado de primaria de la comunidad de Madrid
Loading...
Official URL
Full text at PDC
Publication date
2020
Advisors (or tutors)
Editors
Journal Title
Journal ISSN
Volume Title
Publisher
Dykinson
Citation
Sabán Vera, C., Gómez Jarabo, I., Sobrino Callejo, M. R., Pattier, D., & Cabañero Valencia, J. (2020). Prácticas innovadoras y evidencias científicas. Percepciones del profesorado de primaria de la comunidad de Madrid. En Avances en Ciencias de la Educación: Investigación y práctica (pp. 249-256). Dykinson.
Abstract
En el marco de un proyecto de investigación más amplio sobre las prácticas educativas, este trabajo parte de la base de que una innovación sostenible en las escuelas ha de estar fundamentada en evidencias científicas. Para ello, y con el objetivo de conocer la percepción del profesorado de Educación Primaria sobre el uso de evidencias científicas en este tipo de prácticas, se diseña un cuestionario que, tras un proceso de validación y revisión, queda estructurado a partir de categorías como la cultura organizativa, las fuentes de inspiración para la innovación, las experiencias y actitudes, y los obstáculos percibidos. El cuestionario se aplica en un total de 109 centros de Madrid de diferente titularidad (n = 227 profesores). El análisis de los resultados, en línea con otros estudios, nos lleva a concluir que el profesorado de primaria percibe la investigación como un medio fundamental para el cambio de su concepción sobre la enseñanza y para resolver situaciones específicas de la docencia. La edad y el nivel formativo inciden tanto en la aplicabilidad de la información derivada de la investigación científica, como en el valor añadido con relación al contexto, la calidad y la formación e implementación de la práctica innovadora.
Within the framework of a broader research project on educational practices, this work is based on the fact that a sustainable innovation in schools must be based on scientific evidences. To do this, and with the objective of knowing the perception of Primary School teachers on the use of scientific evidences in this type of practice, a questionnaire is designed that, after a validation and review process, is structured based on categories such as organizational culture, sources of inspiration for innovation, experiences and attitudes, and perceived obstacles. The questionnaire is applied in a total of 109 centers in Madrid of different ownership (n = 227 teachers). The analysis of the results, in line with other studies, leads us to conclude that primary school teachers perceive research as a fundamental means for changing their conception of teaching and for solving specific teaching situations. Age and training level affect both the applicability of the information derived from scientific research, as well as the added value in relation to the context, quality and training and implementation of innovative practice.
Within the framework of a broader research project on educational practices, this work is based on the fact that a sustainable innovation in schools must be based on scientific evidences. To do this, and with the objective of knowing the perception of Primary School teachers on the use of scientific evidences in this type of practice, a questionnaire is designed that, after a validation and review process, is structured based on categories such as organizational culture, sources of inspiration for innovation, experiences and attitudes, and perceived obstacles. The questionnaire is applied in a total of 109 centers in Madrid of different ownership (n = 227 teachers). The analysis of the results, in line with other studies, leads us to conclude that primary school teachers perceive research as a fundamental means for changing their conception of teaching and for solving specific teaching situations. Age and training level affect both the applicability of the information derived from scientific research, as well as the added value in relation to the context, quality and training and implementation of innovative practice.
Description
Referencias bibliográficas:
• Brown, C., Zhang, D., Xu, N. y Corbett, S. (2018). Exploring the impact of social relationships on teachers’ use of research: A regression analysis of 389 teachers in England. International Journal of Educational Research, 89, 36-46. doi:10.1016/j.ijer.2018.04.003.
• Cain, T. (2016). Denial, opposition, rejection or dissent: why do teachers contest research evidence? Research Papers in Education, 32 611-625. doi:10.1080/02671522.2016.1225807
• Cain, T. y Allan, D. (2017). The invisible impact of educational research. Oxford Review of Education, 43, 718-732. doi:10.1080/03054985.2017.1316252
• Entwistle, N. (2009). Teaching for Understanding at University. Basingstoke: Palgrave MacMillan.
• Jacobs, H. H. (Ed.) (2014). Curriculum XXI. Lo esencial de la educación para un mundo en cambio. Madrid: Narcea. Mincu, M. (2015). Teacher quality and school improvement. What isthe role of research? Oxford Review of Education, 41, 253–269. doi:10.1080/03054985.2015.1023013.
• Nelson, J., Mehta, P., Sharples, J. y Davey, C. (2017). Measuring Teachers’ Research Engagement: findings from a pilot study. London: EEF.
• Rodríguez-Gómez, D. y Gairín, J. (2015). Innovación, aprendizaje organizativo y gestión del conocimiento en las instituciones educativas. Educación, 24, 73-90. Recuperado el 13 de marzo de 2021, desde http://revistas.pucp.edu.pe/index.php/educacion/article/view/12245
• Rose, J., Thomas, S., Zhang, L., Edwards, A., Augero, A. y Rooney, P. (2017). Research learning communities evaluation report and executive summary. University of Bristol.
• Vanderlinde, R. y Van Braak, J. (2010). The gap between educational research and practice: views of teachers, school leaders, intermediaries and researchers. British Educational Research Journal, 36, 299-316.
• Van Schaik, P., Volman, M., Admiraal, W. y Schenke, W. (2018). Barriers and conditions for teachers’ utilisation of academic knowledge. International Journal of Educational Research, 90, 50-63. doi: 10.1016/j.ijer.2018.05.003