Publication: Escuelas en transformación : estudio cuantitativo sobre Entornos Innovadores de Aprendizaje
Authors
Granda Piñán, Amelia Rosa ; Taberner-Perales, Encarna ; Tarín-Moreno, Salvador ; Ferrer-Lores, Sonia
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Publisher
Universidad de Zaragoza, Asociación Universitaria de Formación del Profesorado (AUFOP)
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DOI
https://doi.org/10.47553/rifop.v39i3.110134
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Description
Abstract
Las escuelas están inmersas en procesos de transformación constante para adaptarse a las necesidades de la sociedad. La difusión de los Entornos Innovadores de Aprendizaje ha promovido transformaciones en términos de metodologías implementadas, espacios diseñados y tecnologías digitales utilizadas. El objetivo de este estudio es definir el proceso transformador de varias escuelas en el marco de estos entornos para extraer convergencias. Se diseñó un cuestionario ad hoc y se analizaron las respuestas de 46 escuelas diferentes, obteniendo datos sobre la percepción de los docentes respecto a su impacto, cómo fue el inicio y los primeros pasos del proceso, qué estrategias se utilizaron para la implementación y cómo se realiza la evaluación y difusión. Se desarrolla un análisis de datos de tipo descriptivo exploratorio no experimental, utilizando el programa SPSS, analizando frecuencias, medias, correlaciones y comparaciones. El estudio subraya la importancia de la planificación estratégica, el desarrollo profesional, el liderazgo colaborativo y las prácticas reflexivas para fomentar transformaciones educativas exitosas alineadas con los EIA. Estos hallazgos brindan valiosos conocimientos para los políticos, formadores y educadores que buscan mejorar las prácticas y resultados educativos a través de enfoques innovadores.
Schools are immersed in constant transformative processes to adapt themselves to the needs of society. The spread of Innovative Learning Environments has promoted transformations in terms of methodologies implemented, spaces designed and digital technologies used. The objective of this study is to define the transformative process of several schools within the framework of the named environments to extract convergences. A questionnaire was designed ad hoc and answers from 46 different schools were analyzed, obtaining data concerning teachers’ perception of its impact, how was the beginning and first steps of the process, what strategies were used in the implementation phase and how assessment and diffusion is conducted. A descriptive exploratory non-experimental data analysis is developed using the SPSS program, analysing frequencies, means, correlations and comparisons. The study underscores the importance of strategic planning, professional development, collaborative leadership and reflective practices in fostering successful educational transformations aligned with ILEs. These findings provide valuable insights for policymakers, teacher trainers and educators seeking to enhance educational practices and outcomes through innovative approaches.
Schools are immersed in constant transformative processes to adapt themselves to the needs of society. The spread of Innovative Learning Environments has promoted transformations in terms of methodologies implemented, spaces designed and digital technologies used. The objective of this study is to define the transformative process of several schools within the framework of the named environments to extract convergences. A questionnaire was designed ad hoc and answers from 46 different schools were analyzed, obtaining data concerning teachers’ perception of its impact, how was the beginning and first steps of the process, what strategies were used in the implementation phase and how assessment and diffusion is conducted. A descriptive exploratory non-experimental data analysis is developed using the SPSS program, analysing frequencies, means, correlations and comparisons. The study underscores the importance of strategic planning, professional development, collaborative leadership and reflective practices in fostering successful educational transformations aligned with ILEs. These findings provide valuable insights for policymakers, teacher trainers and educators seeking to enhance educational practices and outcomes through innovative approaches.
Citation
Granda Piñán, A. R., Taberner-Perales, E., Tarín-Moreno, S., & Ferrer-Lores, S. (2025). Escuelas en transformación: estudio cuantitativo sobre Entornos Innovadores de Aprendizaje. Revista Interuniversitaria De Formación Del Profesorado. Continuación De La Antigua Revista De Escuelas Normales, 39(3), 115–132. https://doi.org/10.47553/rifop.v39i3.110134
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