Innovation in training profiles for the needs of learners
DOI:
https://doi.org/10.31637/epsir-2024-1732Keywords:
Pedagogical innovation, Teacher training, Inclusive education, Educational assessment, Collaborative learningAbstract
This monograph explores how the educational transformation of the 21st century, driven by technological advances and new social demands, is redefining teaching profiles. It focuses on pedagogical innovation, especially in the training of foreign language teachers (ELE), analyzing how educational methodologies and technologies are adapting teaching to the needs of contemporary students. In addition, it addresses the importance of more inclusive and flexible assessments, which move the focus away from standardized tests and promote a continuous and dynamic approach. It highlights the relevance of teaching competence in specific contexts, such as early childhood and higher education, and the value of approaches such as project-based and collaborative learning. The COVID-19 pandemic is another key topic, as it forced a rethinking of traditional methodologies and accelerated the implementation of distance learning. It also discusses how teacher education should promote inclusion and diversity, preparing future educators to face global challenges. In summary, the monograph invites reflection on how innovative teacher profiles can transform the educational system, emphasizing creative methodologies, inclusive assessment and adaptability to change.
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Author Biographies
Alejandro Fernández Pacheco-García, Junta de Comunidades de Castilla-La Mancha
PhD Cum laude in Research in Humanities, Arts and Education from the University of Castilla-La Mancha (UCLM), with the thesis “Image of the Primary Education teacher on the use and usefulness of robotics as an educational resource in the classroom”. Master's Degree with Diploma of Excellence in Strategies and Technologies for the Teaching Function in the Multicultural Society by the National University of Distance Education (UNED). Graduate in Primary Education Teacher with mention in Information and Communication Technologies in Education (TICE) by the University of Castilla-La Mancha (UCLM) and with mention in Hearing and Language by the Catholic University of Avila (UCAV).
Teacher of primary education in the Junta de Comunidades de Castilla-La Mancha teaching in different educational centers, substitute professor in the Faculty of Education of Toledo at the University of Castilla-La Mancha, professor of the Master in Information and Communication Technologies for Education and Digital Learning at the University Nebrija, professor of the Master in Educational Innovation of the UNIR.
University expert in educational technology, coordinator and evaluator of various national and international conferences and seminars, and author of several articles in impact journals (EPSIR, Human Review, Edutec...) and book chapters.
Inmaculada Orozco, Jaume I University
PhD in Educational Sciences from the University of Seville. Master in Special Educational Needs and Attention to Diversity in School by the University of Seville and Degree in Early Childhood Education Teacher by the University of Malaga (Extraordinary Award). She is a member of the IDEA Research Group (Innovation, Development, Evaluation and Assessment-HUM423) at the University of Seville, the MEICRI Research Group (Educational Improvement and Critical Citizenship) and the Educational Innovation in Inclusion Group (INCLUJI) at the Universitat Jaime I of Castellón. She is currently a Juan de la Cierva Postdoctoral Fellow at the Universitat Jaume I of Castellón. She also collaborates in teaching at the Faculty of Education of the International University of La Rioja (UNIR) and at the University School of Osuna (Seville). Her teaching and research experience is related to inclusive education in different educational stages (pre-school, primary, secondary and higher education), disability, technologies, teacher training, inclusive research and action-participatory research.
Virginia Dasí Fernández , University of Valencia
Teacher of Primary Education with mention in Therapeutic Pedagogy. Master in Psychopedagogy. Doctor in Didactics of Experimental Sciences. Graduated in Piano and Classical Dance at the Conservatory of Music of Valencia. She has developed her teaching and research work at the University of Valencia. Her lines of research deal with gender, violence, teacher training, rare diseases and music in children with different abilities and the teaching of these subjects. Member of the Curriculum Research Group (CRIE) of the Department of Didactics and School Organization of the University of Valencia dedicated to research on educational reforms, educational innovation, curriculum planning, evaluation, teaching aids, school management, organization, participation and school diversity.
References
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Copyright (c) 2024 Alejandro Fernández Pacheco-García, Inmaculada Concepción Orozco, Virginia Dasí Fernández
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