Tagged: Teachers


Digital writing and education: m-learning

This work analyzes the educational potential of m-learning or learning supported by digital devices, such as smartphones, tablets and laptops. Its main advantages are permanent connectivity, mobility with Internet access anywhere (ubiquity), and interaction of different types with touch screens and educational and creative applications. Digital writing is a consequence of the use of these devices. Here, arguments are provided for the debate on the position of teachers and educational institutions regarding the presence of these tools in classrooms.


Collaborative networks for social transformation. Expanding dialogue in teacher education

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.


What do teachers think? Giving teachers a voice in educational ICT policy

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.


¿Cómo aprenden los docentes?

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.

The postmodern professional: Contemporary learning practices, dilemmas and perspectives

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.