Legacy of a Public Education Project in the Basque Country: 40 Years of Pedagogical Innovation in Pre-School and Primary Education
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| Title: | Legacy of a Public Education Project in the Basque Country: 40 Years of Pedagogical Innovation in Pre-School and Primary Education |
|---|---|
| Language: | English |
| Authors: | Andoni Arguiñano (ORCID |
| Source: | Cogent Education. 2024 11(1). |
| Availability: | Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Preschool Education Elementary Education |
| Descriptors: | Public Education, Educational History, Instructional Innovation, Foreign Countries, Educational Development, Student Attitudes, Educational Change, Educational Objectives, School Community Relationship, Preschool Teachers, Elementary School Teachers, Preschool Children, Elementary School Students, Teacher Attitudes, School Culture, Group Unity, Participative Decision Making, Well Being |
| Geographic Terms: | Spain |
| DOI: | 10.1080/2331186X.2023.2287327 |
| ISSN: | 2331-186X |
| Abstract: | This article analyses the different guidelines that have allowed a school to transform its educational project and pedagogical organization in order to adapt to the needs and requirements of a society in constant evolution. To this end, document analysis, participant observation and four focus groups have been carried out with various social agents and school representatives who managed to transform their educational project. The results show that involving the entire educational community in the process of change, as well as sharing the vision of what the objectives of the centre should be, and fostering emotional bonds between the different agents of the community, are some of the factors that have made it possible to transform the school project. Moreover, it can be inferred that combining a community with a strong feeling of belonging to the school together with an effort to make this feeling last over time are variables that can transform the pedagogical project of a school into part of the cultural legacy of the community. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1453023 |
| Database: | ERIC |
| Abstract: | This article analyses the different guidelines that have allowed a school to transform its educational project and pedagogical organization in order to adapt to the needs and requirements of a society in constant evolution. To this end, document analysis, participant observation and four focus groups have been carried out with various social agents and school representatives who managed to transform their educational project. The results show that involving the entire educational community in the process of change, as well as sharing the vision of what the objectives of the centre should be, and fostering emotional bonds between the different agents of the community, are some of the factors that have made it possible to transform the school project. Moreover, it can be inferred that combining a community with a strong feeling of belonging to the school together with an effort to make this feeling last over time are variables that can transform the pedagogical project of a school into part of the cultural legacy of the community. |
|---|---|
| ISSN: | 2331-186X |
| DOI: | 10.1080/2331186X.2023.2287327 |
