Educational Innovation: Conceptual, Paradigmatic Proposal and Dimensions of Action
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| 作者: | |
|---|---|
| 格式: | artículo original |
| 狀態: | Versión publicada |
| Fecha de Publicación: | 2022 |
| 實物特徵: | Societies are changing and education is at the center of the debate to transform itself and respond to its challenges through educational innovation. However, a relatively clear frame of reference is lacking to organize debates about what educational innovations are. In this framework, this essay seeks to systematize a definition of educational innovation that serves as a reference to identify and analyze them in three steps: first, as a conceptual; second, as a paradigmatic proposal; and finally, its dimensions of action. The review allows to show that educational innovations are processes, endogenous or exogenous, reflective, intentional, deliberate, institutionalized, technical-pedagogical and political that introduce qualitative changes in the teaching, curriculum, politics, or technology in a particular educational context with the objective of improving the quality and equity of education. Its simplicity and complexity invoke different coverage, educational levels and beneficiaries and requires studies and dissemination to expand beyond the classroom. |
| País: | Portal de Revistas UNA |
| 機構: | Universidad Nacional de Costa Rica |
| Repositorio: | Portal de Revistas UNA |
| 語言: | Español |
| OAI Identifier: | oai:ojs.www.una.ac.cr:article/18039 |
| 在線閱讀: | https://www.revistas.una.ac.cr/index.php/ensayospedagogicos/article/view/18039 |
| Palabra clave: | Educación innovación educativa nuevos paradigmas education educational innovation new paradigms |