Repensando el aula universitariaReflexiones sobre el papel del alumnado en una experiencia de colaboración docente

Abstract

This paper reports on the analysis of an experience of educational collaboration between universities around improving teaching practice and professional development. The project was developed under the support for junior researchers awarded by the University Technology Network in Spain. Three teachers and their students take place in that Project (Early Childhood and Primary Education Grades; School of Education, University of Extremadura, Teacher Trainign at the University of the Basque Country and the School of Education at the University of Cantabria). As a result, we encouraged a work context to promote the exchange of experience among junior researchers from different universities and sustainability of the process of change in which we are still immersed. Main results of the investigation show the findings and difficulties of a transformation of our technologically mediated classrooms in which the students get involved, providing space and tools to break the teacher isolation and facilitating the interplay of actors and contexts. While other scenarios we shared a preview of the analysis of the design process and reflection on our teaching practice, in this paper, particularly, we present the results on improving student learning in different areas analyzed: redefining what we consider innovations in schools, collaborative work, guided construction of knowledge and the pedagogical relationship.