Secondary school teachers’ learningenvironments, specificities and considerations for educational practice

  1. María Domingo Coscollola 1
  2. Judit Onsès Segarra 2
  3. Juana María Sancho Gil 3
  1. 1 Universitat Internacional de Catalunya
    info

    Universitat Internacional de Catalunya

    Barcelona, España

    ROR https://ror.org/00tse2b39

  2. 2 Universitat de Girona
    info

    Universitat de Girona

    Girona, España

    ROR https://ror.org/01xdxns91

  3. 3 Universitat de Barcelona
    info

    Universitat de Barcelona

    Barcelona, España

    ROR https://ror.org/021018s57

Journal:
Educar

ISSN: 0211-819X

Year of publication: 2022

Volume: 58

Issue: 1

Pages: 53-68

Type: Article

DOI: 10.5565/REV/EDUCAR.1338 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

Abstract

This article is based on the research project APREN-DO aimed at exploring how secondary school teachers learn. Using an inclusive research approach and visual and narrative methods, we conducted the study with teachers rather than focusing on teachers. Twenty-eight secondary school teachers in the province of Barcelona (Spain) created their learning cartographies, showing what, how, where, with whom, and with what they learn. They then narrated their cartographies and discussed the notions of learning and educational practice in the 21st century. This paper summarizes the results and conclusions about teachers’ learning environments, specificities and considerations regarding their learning, and their thoughts about educational practices. Finally, we present and discuss teachers’ reflections and proposals for redesigning educational practice taking into account the need to contemplate the different literacies and competences that exist in today’s society, encouraging student participation based on their interests and particularities, providing a space for affections and emotions, and prioritizing the personalization of students’ learning and the skill of learning to learn.

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