A group of colleagues from different national and international universities, who are concerned about opening classrooms to collaborative work with schools and other non-formal educational organisations, have been weaving a lively and passionate debate for almost two years. Being part of an educational innovation project brought us together. This project was aimed to think about how to advance university teaching in relation to collaborative experiences outside the university classroom. The aim was to give meaning to academic and experiential knowledge crossed by a narrative process of learning and evaluation.
One of the major recurring criticisms when education policies are designed is the lack of attention to teachers’ demands. In this sense, teachers often ask to be listened to by both regional and national governments when drawing up education laws. Based on this idea, the doctoral thesis “Las políticas educativas TIC en el plano autonómico: el caso de Andalucía” proposes among its objectives to understand the teachers’ vision about the future of ICT, with the aim of gathering interesting information for the future development of ICT policies in Andalusia.
This book gives an account of what has happened to us during the three intense years in which researchers and teachers in early childhood, primary and secondary education have walked together with the desire to understand how we learn inside and outside schools. In this transit they have given us their time, their cartographic scores, their stories and their learning trajectories.
In the last two decades the teaching profession has increasingly lost autonomy and become subject to political change that has introduced a market orientation to both educational organisation and culture. The stages that the teaching profession has gone through can be characterised as: pre-professional; autonomy; collegial and the post-professional age.