Geographies of educational change for passengers in transit

  • Juana María Sancho Gil Universidad de Barcelona

Keywords:

educational change, legislation, beliefs, teaching practice, teachers role

Abstract

An account of the history of education and of the birth and development of schooling up to the most recent educational reforms gives evidence of the difficulty of fostering profound changes. Today´s educational systems have become an instrument in the hands of governments that may go so far as to affect the very structure of the system. Thus, educational policies may create certain conditions to transform school practices. But -as educational research has repeatedly shown- due to a deeply rooted educational culture, they have the power neither to transform nor even significantly improve teacher’s performance. The main problem in educational change lies not so much in its planning as it does in its capacity to put prevailing beliefs about education to question, so as to enable the establishment of more appropriate teaching practices for the educational needs of present-day students. In such process, the role of teachers is essential.

Downloads

Download data is not yet available.

Author Biography

Juana María Sancho Gil, Universidad de Barcelona

Doctora en Ciencias de la Educación (Psicología). Master (M.A.) en Educación en áreas urbanas de la Universidad de Londres. Catedrática en el Departamento de Didáctica y Organización Educativa de la Universidad de Barcelona.

 

 

 

 

Downloads

Published

2012-07-20

How to Cite

Sancho Gil, J. M. (2012). Geographies of educational change for passengers in transit. Praxis Educativa, 9(9), 10–26. Retrieved from https://cerac.unlpam.edu.ar/index.php/praxis/article/view/419

Issue

Vol. 9 No. 9 (2005): marzo 2005- febrero 2006

Section

Artículos

License

Copyright Notice

Editorial Committee Educational Praxis Magazine:
I hereby declare that I am the author of the article titled (article name), that it is original and my own and that it was not previously published in any other format or medium. I declare to know that the magazine will not charge me any type of fee under any circumstances, nor will I receive any type of monetary compensation If it were accepted for publication in Educational Praxis, I authorize the aforementioned magazine to publish it digitally and to advertise it on its social networks.
If the work is published, I adhere to the Creative Commons license called "Attribution - Non-Commercial Share Alike CC BY-NC-SA", through which it is allowed to copy, reproduce, distribute, publicly communicate the work and generate derivative works, as long as when the original author is cited and acknowledged. This license has been used since September 2018. In 2016 CC BY NC ND 4.0 was adhered to; and in the years 2017 and 2018 (January-August) CC BY NC 4.0.
This CC BY-NC-SA Share Alike license does not, however, permit commercial use of the work. As an author, the journal may establish additional agreements for the non-exclusive distribution of the version of the work published in the journal, it allows me to self-archive the published articles, in their post-print version, in institutional, thematic repositories, personal web pages or any other relevant use. with the recognition of having been first published in this journal.
Educational Praxis adheres to DORA (Declaration on Research Assessment)  signed in San Francisco, California, on December 16, 2012, and to the Declaration of Mexico (Joint Declaration LATINDEX - REDALYC - CLACSO - IBICT).