Schools being transformed: quantitative study about Innovative Learning Environments

Egileak

  • Amelia Rosa Granda Piñán University of Valencia
  • Encarna Taberner-Perales Generalitat Valenciana
  • Salvador Tarín-Moreno Generalitat Valenciana
  • Sonia Ferrer-Lores Generalitat Valenciana

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https://doi.org/10.47553/rifop.v39i3.110134

Laburpena

Schools are immersed in constant transformative processes to adapt themselves to the needs of society. The spread of Innovative Learning Environments has promoted transformations in terms of methodologies implemented, spaces designed and digital technologies used. The objective of this study is to define the transformative process of several schools within the framework of the named environments to extract convergences. A questionnaire was designed ad hoc and answers from 46 different schools were analyzed, obtaining data concerning teachers’ perception of its impact, how was the beginning and first steps of the process, what strategies were used in the implementation phase and how assessment and diffusion is conducted. A descriptive exploratory non-experimental data analysis is developed using the SPSS program, analysing frequencies, means, correlations and comparisons. The study underscores the importance of strategic planning, professional development, collaborative leadership and reflective practices in fostering successful educational transformations aligned with ILEs. These findings provide valuable insights for policymakers, teacher trainers and educators seeking to enhance educational practices and outcomes through innovative approaches.

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Associate Professor. Department of Comparative Education and History of Education. Faculty of Philosophy and Education Sciences. University of Valencia (Spain).

Currently, teacher training advisor at the CEFIRE of Valencia, under the Ministry of Education of the Valencian Community. Throughout her 16 years of teaching experience in early childhood and primary education centers, as well as teacher training centers, she has held the roles of Principal, Head of Studies, Secretary, and Cycle Coordinator.

Future Classroom Ambassador for the Spanish Ministry of Education since 2014.

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Doctora en Educación.Licenciada en Pedagogía. Diplomada en Magisterio Educación Primaria y Pedagogía Terapéutica. Adscripción profesional: asesora del CEFIRE de Torrent en Generalitat Valenciana. Línea principal investigación: Innovación educativa.

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Maestro Especialista en Educación Física y Master en Investigación de Didácticas Específicas por la Universidad de València. Entre 2010 y 2018 trabajó como Profesor del Departamento de Didáctica de la Expresión Musical, Plástica y Corporal de la Facultad de Magisterio de la Universidad de Valencia. Funcionario de carrera desde 2002, desarrollando su carrera profesional en centros educativos de Educación Infantil y Primaria de la Comunidad Valenciana. En la actualidad, trabaja como asesor del ámbito artisticoexpresivo en el CEFIRE de València.  Ha publicado artículos relacionados con el desarrollo de la responsabilidad personal y social, o con la formación del profesorado en revistas como Tándem, Fuentes o Ágora.

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Licenciada en Grado Superior de música en la especialidad de Lenguaje musical, Teoría de la música, Transposición y Acompañamiento. También tiene los títulos de profesora de Piano y de Canto. Es funcionaria del cuerpo de maestros, habilitada en las especialidades de primaria, música e inglés. Actualmente es directora del CEFIRE de Vinaròs. Desde 2019 forma parte del panel de expertos de evaluación del SEPIE (Servicio español para la internacionalización de la educación). Ha recibido varios premios por rendimiento académico, como la beca de colaboración con la Universidad Rovira i Virgili de Tarragona. Tiene un máster en Gestión y Dirección de Centros Educativos.   Ha dirigido varios programas de innovación en coordinación con centros de Educación Especial y Conservatorios y ha participado en diversos proyectos didáctico-musicales.

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Argitaratuta

2025-12-26

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Granda Piñán, A. R., Taberner-Perales, E., Tarín-Moreno, S., & Ferrer-Lores, S. (2025). Schools being transformed: quantitative study about Innovative Learning Environments. Revista Interuniversitaria De Formación Del Profesorado. Continuación De La Antigua Revista De Escuelas Normales, 39(3), 115–132. https://doi.org/10.47553/rifop.v39i3.110134

Zenbakia

bol: 39 zk: 3 (2025): El prácticum como proceso de formación e investigación en Educación Superior

Atala

Miscelánea

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