Resignifying Pedagogical Renewal Today: Pedagogical Benchmarks and Singularities in Secondary Schools
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| Title: | Resignifying Pedagogical Renewal Today: Pedagogical Benchmarks and Singularities in Secondary Schools |
|---|---|
| Language: | English |
| Authors: | Ana de Castro-Calvo (ORCID |
| Source: | Journal of Technology and Science Education. 2024 14(3):720-737. |
| Availability: | Journal of Technology and Science Education. ESEIAAT, Department of Projectes d'Enginyeria c/Colom 11, 08222 Terrassa, Spain. e-mail: info@jotse.org; e-mail: info@omniascience.com; Web site: http://www.jotse.org/index.php/jotse |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Educational Change, Teaching Methods, Foreign Countries, Benchmarking, Secondary School Students, Administrator Attitudes, Teacher Attitudes, Parent Attitudes, Student Attitudes, Decision Making, Learning Processes, School Restructuring, Educational Practices |
| Geographic Terms: | Spain |
| ISSN: | 2014-5349 2013-6374 |
| Abstract: | Understanding what is meant by pedagogical renewal today, based on the transformative processes that are being carried out, poses a challenge, one that is even greater if the aim is to elucidate the pedagogical benchmarks and hallmarks of secondary schools. This article, which takes the form of a multiple case study, aims to bring to the fore those unique and defining elements of the selected schools, considered renewal schools, from five Spanish regions. During the fieldwork, semi-structured interviews, in-depth interviews and discussion groups were held with members of the management teams, teachers, families and students. The analysed results show that the elements highlighted by the schools linked to pedagogical renewal are unique features of them, with the school project being the tool used to construct the educational meaning of of its practices, aiming to ensure that these practices form a coherent whole with its discourse. Thus, for example, it highlights the central role of students in decision-making in their learning process or reflection with the teaching team in improving educational practice. It should be noted that they do not define themselves with the same term, and they add more current and recent pedagogical benchmarks to the classic ones. In short, this study seeks to provide a novel contribution to the study of contemporary pedagogical renewal, given the lack of such studies in secondary school education. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1441012 |
| Database: | ERIC |
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