Pedagogical change and innovation culture in secondary education: a Delphi study

Abstract

Secondary education in Spain is being the most controversial educational stage in educational reform processes, in relation to youth cultures and ways of learning and knowing in the emerging digital society. We present the results of the application of a Delphi methodology, as the first phase of a broader research on disruptive practices in Secondary Education. Its aim was to gather the opinion of 20 experts on how educational innovation processes are perceived at this educational level, as well as the mediations on which they are based. The Delphi questionnaire was applied in 3 Spanish regions (Andalusia, Castile and Leon, Extremadura) and was carried out in two consecutive rounds. Subsequently, focus groups were held with these experts in each of the regions. The results are grouped around 4 axes: the school institution, learning in non-formal contexts, educational innovation and innovation culture, and technological mediation. The conclusions reveal the main limitations of Secondary Education in Spain: lack of curricular flexibility, leadership for change and openness to the community, technocentric vision of educational innovation and insufficient training in digital competence of teachers.

Teorías y prácticas educativas contrahegemónicas. Sobre la pedagogía disruptiva

“…De un modo particular, la disrupción -pedagógica, innovadora o educativa-hace referencia a desafiar epistemologías escolares (Anderson y Justice, 2015) y sistemas de valores y de conocimiento que mantienen formas de saber y de ser convencionales (Litts et al, 2020) y jerarquizadas. En esta línea, lo disruptivo viene acompañado de principios y estrategias que invitan a descubrir y formular nuevos interrogantes, construir otros recursos y herramientas (Pilonieta, 2017), crear lenguajes y caminos que inviten a una circularidad en las relaciones educativas y socioafectivas (Ahmed, 2018), personalizar la educación, flexibilizar en términos de tiempo y lugar los recursos educativos y fomentar el aprendizaje activo buscando el interés y la participación del alumnado en su propio aprendizaje, pues como señalan Valverde-Berrocoso et al (2023) en Educación Secundaria se utilizan en gran medida metodologías Teri. 36, 2, jul-dic, 2024, pp.…”