INNOVATE IN THE CLASSROOM

CONCEPTIONS OF TEACHING AND LEARNING FOR THE 21ST CENTURY

Abstract

At present, learning is no longer conceived as a consequence of teaching. The democratization of knowledge and globalization processes produce a strong transformation in the content considered. Teaching requires a rethinking from its conception. Assuming as a 21st century teacher implies a severe reflection on the educational task, a redefinition of the role and the competences that make up his profile.

Active methodologies constitue true didactic innovations that are presented as attractive alternatives. The present work tries to investigate which conceptions of teaching and learning lie behind these proposals as well as how to change the management of the classroom in order to transform the classes.

Based on a selection of classroom studies at higher level education, the underlying pedagogical concepts and the didactic proposals involved in each case are identified. Comparative links are established between them and the generational characteristics of our student population.

As a conclusion, we infer that the so-called educational innovation does not represent a simple improvement, but a true transformation that is expressed in learning strategies, the teaching model and an innovative didactic proposal, which constitutes a clear break in the schemes and contemporary culture.