Collaborate to innovate: contributions from a Portuguese case study to redesign the notion of educational innovation
Keywords:
Education, learning community, educational innovationsCopyright (c) 2020 Revista Educación, Política y Sociedad
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Abstract
This article aims to answer the question: what is innovation in the educational field? The main argument is that educational innovation is defined by a complex set of elements and not by its individual features out of a context. This is the reason why innovation is understood as a process that depends on the interpretation of its local actors. This reflection was made based on a study in a non-formal education institute in Portugal. The empirical data is qualitative and is the result of the interviews made to teachers, students and school directors. We have tried to capture participants' perceptions on the educational practices in which they were involved and their crucial influence for the improvement of learning processes.Downloads
References
Aguerrondo, I. (2008). The Dynamics of Innovation: Why Does it Survive and What Makes it Function. In OECD (Eds.), Innovating to Learn, Learning to Innovate. Paris: OECD Publishing.
Aikenhead, G. (2006). Science Education for Everyday Life. NY y London: Teachers College Press.
Bryman, A. (4th ed.) (2012). Social Research Methods. Oxford: Oxford University Press.
Bolam, R., McMahon, A., Stoll, L., Thomas, S., Wallace, M., Greenwood A., Hawkey, K., Ingram, M., Atkinson, A. y Smith, M. (2005). Creating and Sustaining Effective Professional Learning Communities. Research Report, Nº 637. Bristol: University of Bristol.
Bolívar, A. (2000). Como Mejorar los Centros Educativos. Madrid: Editorial Síntesis.
Cook, K. y Weiland, I. (2013). Dialogue among educators: Understanding the intended goals and perceived roles within a non-formal and formal educator partnership. Journal of Sustainability Education, 5. Disponible en http://www.jsedimensions.org/wordpress/wp-content/uploads/2013/05/Kristin-Cook-Ingrid-Weiland-final-proofMay2013.pdf
Deboer, D. (2013). Science for all: Historical perspectives on policy for science education reform. En J.A. Bianchini, V.L. Akerson, A. Calabrese Barton, O. Lee y A.J. Rodriguez (Eds.), Moving the equity agenda forward (pp. 5–20). NY: Springer.
Diggins, P. (1997). Reflections on Leadership Characteristics Necessary to Develop and Sustain Learning School Communities. School Leadership & Management, 17 (3), 413-426.
Domínguez, J. (2017). Calidad educativa en Comunidades de Aprendizaje: Participación de familiares y voluntariado. Educación, Política Y Sociedad, 2 (2), 81-109.
Edwards, C. (2011). Educational Change: from traditional education to learning communities. Plymouth: Rowman & Littlefield Education.
Elboj, C., Puigdellívol, I., Soler, M. y Valls, R. (2002). Comunidades de aprendizaje: Transformar a educación. Barcelona: Grao.
Epstein, J. (2001). School, Family, and Community Partnership: Preparing Schools, Educators and Improving Schools. Boulder, CO: Westview Press.
Fullan, M. (2007). Change theory as a force for school improvement. Intelligent Leadership: Constructs for Thinking Education Leaders, 157, 27-39.
Giles, C. y Hargreaves, A. (2006). The Sustainability of Innovative Schools as Learning Organizations and Professional Learning Communities during standardized reform. Educational Administration Quarterly, 42 (1), 124-156.
Hargreaves, A. (2003). Teaching in the Knowledge Society: Education in the Age of Insecurity. NY: Teachers College Press.
Hargreaves, A. (2005). Extending Educational Change: International Handbook of Educational Change. Extending Educational change. Springer Science & Business Media.
Hargreaves, A. y Shirley, D. (2012). The Fourth Way: The Inspiring Future for Educational Change. Boston: Boston College.
Hernandez, F. y Goodson, I. (Eds.) (2005). Social Geographies of Educational Change. NY: Kluwer Academic Publishers.
Hiatt-Michael, D. (2001). Schools as learning communities: a vision for organic school reform. School Community Journal, 113–127.
Hildreth, P. y Kimble, C. (2004). Knowledge Networks: Innovation through Communities of Practice. Oakland: Idea Group Publishing.
Hopkins, D. (Ed.) (2005). The Practice and Theory of School Improvement: International Handbook of Educational Change. Dordrecht, The Netherlands: Springer.
Mason, J. (2nd ed.) (2002). Qualitative Researching. London: Sage Publications.
Lave J. y Wenger, E. (1991). Situated Learning: legitimate peripherical participation. Cambridge: Cambridge University Press.
Louis, K. (2008). Creating and sustaining professional communities. In R. Coles & A. Blankenstein (Eds.), Sustaining Learning Communities. Thousand Oaks: Sage.
OECD (2008). Innovating to Learn, Learning to Innovate. Paris: OECD Publishing.
OECD (2013). Innovative Learning Environments. Educational Research and Innovation. Paris: OECD Publishing.
Patton, M. (3rd ed.) (2002). Qualitative Research & Evaluation Methods. Thousand Oaks: Sage Publications.
Senge, P. (1990). The Fifth Discipline: The At and Practice of the Learning Organisation. NY: Doubleday.
Schlechty, P. (2009). Leading for learning: how to transform schools into learning organizations. San Francisco: Jossey-Bass Publishers.
Serdyukov, P. (2017). Innovation in education: what works, what doesn’t, and what to do about it? Journal of Research in Innovative Teaching & Learning, 10 (1), 4–33.
Silins, H., Mulford, W. y Zarins, S. (2002). Organizational Learning and School Change. Educational Administration Quarterly, 38 (5), 613–642.
Stoll, L. y Louis, K. (1st ed.) (2007). Professional Learning Communities: Divergence, Depth and Dilemmas. Berkshire: Open University Press.
Stoll, L., Bolam, R., McMahon, A., Wallace, M. y Thomas, S. (2006). Professional Learning Communities: A Review of the Literature. Journal of Education Change, 7, 221–258.
Valles, S. (1999). Técnicas cualitativas de investigación social: Reflexión metodológica y práctica profesional. Madrid: Editorial Síntesis.
Wenger, E. (1998). Communities of practice: Learning, Meaning and Identity. Cambridge: Cambridge University Press.