Patrones de alineamiento de la percepción del profesorado y las familias: un análisis de impacto sobre la innovación metodológica en la escuela actual
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Rodríguez-Merino, Cristina [1] ; Herrero-Martín, Javier [1] ; Rodríguez-Alonso, Silvia [1] ; Canaleta Llampallas, Xavi [2]
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[1] Universidad Autónoma de Madrid
Universidad Autónoma de Madrid
Madrid, España
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[2] Universitat Ramon Llull
Universitat Ramon Llull
Barcelona, España
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- Localización: Nuevas investigaciones educativas para definir la enseñanza y el aprendizaje / coord. por Rosabel Martínez Roig, Cristina Pulido Montes, Borja Mateu Luján, 2024, ISBN 978-84-1079-033-9, págs. 231-243
- Idioma: español
- Enlaces
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Resumen
The purpose of the research focuses on analysing the common characteristics of the perception of the different educational agents about the changes occurring in the school. Based on the previous validation of two scales of perception of teachers and families in a network of schools, a data analysis protocol is proposed to determine patterns of alignment in the perception of educational change among both groups, aimed at understanding and improving the processes of educational innovation. The study is based on the fundamental idea that negative alignments produce potential interferences in the understanding of change, hindering educational processes. Methodologically, a mixed, sequential and concurrent design was established. The incidental sampling by complete saturation was composed of teachers and families from 63 early childhood and elementary schools. The conclusions point to the determination of four patterns of alignment in the perception between both educational agents, highlighting the alignments with negative valence as markers of adjustment for the improvement of the conditions for the deployment of educational projects. This will offer a characteristic value in relation to reflection and strategic intervention in the current school.
