Please use this identifier to cite or link to this item: http://hdl.handle.net/10609/149254
Title: Nueva escuela, ¿nuevos aprendizajes?
Other Titles: New school, ¿new learning?
Author: Liesa, Eva  
Castelló, Monserrat
Becerril, Lorena  
Citation: Liesa, E. [Eva]. Castelló, M. [Montserrat]. Becerril, L. [Lorena]. (2018). Nueva escuela, ¿nuevos aprendizajes?. REXE- Revista De Estudios Y Experiencias En Educación, 2(1), 15–29. Recuperado a partir de https://revistas.ucsc.cl/index.php/rexe/article/view/489
Abstract: he main goal of educational change should be to improve students' learning. De-veloping competences is one of the challenges of the school and this involves promoting proces-ses of regulation and co-regulation of learning in order for students to have tools of thought whi-ch allow them to solve authentic learning and assessment tasks with a certain degree of autonomy. Promoting the learning of competences generates some resistance and some diiculties which are analyzed: teachers' conceptions of what it means to teach and learn and processes of collaboration between teachers are two key conditions to ensure the success of proposals for innovation or edu-cational change. Finally, we argue that in order for these changes to be sustainable, schools need to become professional learning communities where not only students learn but also teachers, promoting and analyzing informed practices aimed at improving the learning of all students.
Keywords: competency
authentic assessment
professional learning community
teacher identity
evidence-based practices
DOI: https://doi.org/10.21703/rexe.Especial2_201815291
Document type: info:eu-repo/semantics/article
Version: info:eu-repo/semantics/publishedVersion
Issue Date: Feb-2018
Publication license: http://creativecommons.org/licenses/by-nc-nd/4.0/  
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