This paper describes a study into the implementation within two Spanish primary schools of an inquiry-based curricular project entitled Exploring Our World (ages 6-12). Taking the form of two case studies, it offers a description of the two participating schools and the development of the project within them. Particular attention is given to the conceptions, difficulties, obstacles and facilitative factors which influenced the teachers' attempts to introduce inquiry-oriented practices into their classrooms. The study has a markedly qualitative focus and aims to provide an insight into the experiences of those involved, with a view to informing other groups interested in following this approach. Among the conclusions that can be drawn from the project, most notable are the influence of the level of professional development on the introduction of inquiry-based approaches and the absence of a single model of implementation; each initiative is necessarily subject to its particular configuration of context and stakeholders. Nevertheless, all those participating in this initiative were in agreement that involvement in projects of this type is favourable to teacher development and the quality of teaching. IntroductionInquiry-based learning is one of the most fertile areas of research within the tradition of innovation in education and has remained influential since the earliest initiatives to appraise and improve the basic principles and practice of the profession. Educators such as Dewey (1915), Kilpatrick (1921), Piaget (1969) and Freinet (1977 laid the foundations of educational psychology which have given rise to a diverse range of curricular developments and multiple studies into the most appropriate professional training for successfully implementing this approach. More recent papers and proposals, such as the work of Reid and O'Donoghue (

Purpose: To explore teachers' opinions about the design and deployment of teaching materials in class, with specific focus on the implications for professional development of self-produced resources.Design/methodology: A mixed methods research design involving the administration of a questionnaire to a sample of 864 teachers and the implementation of two case studies of nursery teachers using interviews, observations, journals and recordings. Findings:The results confirm that textbooks are widely used in Schools for Nursery & Primary Education throughout Andalusia, where they exert a significant influence on classroom practices, even where teachers seek to complement them with more innovative material.Nevertheless, teacher-made material is highly valued by practitioners not only for promoting meaningful learning but also for its role in enhancing professional development, notwithstanding the obstacles and difficulties it frequently implies.-967-Intangible Capital -https://doi.org/10.3926/ic.1062 Practical implications:The results endorse the need to provide support for teaching staff committed to the developing their own materials. Social implications:The region-wide policy of free textbooks for all schools should be reviewed in the light of the findings of the research. Originality/value:The research highlights a paradox at the heart of our educational system regarding the use of instructional materials: while the textbook represents the material of choice for the majority of teachers, these same teachers do not consider it the most appropriate for driving improvement in the teaching/learning process.

archivos analíticos de políticas educativas Revista académica evaluada por pares, independiente, de acceso abierto y multilingüe

El estudio que se presenta emplea métodos de investigación observacionales y narrativos a objeto de analizar la implementación de una propuesta didáctica de integración lingüística y curricular por proyectos en un centro bilingüe de Educación Primaria. Se desarrolla un estudio de casos con un equipo docente para analizar las principales dificultades, facilitadores y logros identificados en el proceso. Entre los resultados se constata la existencia de dificultades para el desarrollo de la propuesta vinculadas con las dimensiones de gestión y organización de la enseñanza, competencia lingüística del profesorado y metodología didáctica. Se identifican, asimismo, elementos facilitadores tales como la cultura de colaboración del equipo docente y el potencial del enfoque de trabajo por proyectos para motivar al alumnado. Los logros aluden al desarrollo profesional del profesorado y el aprendizaje significativo del alumnado en las dimensiones de contenido y lengua. Entre las conclusiones, se pone de relieve la pertinencia de desarrollar propuestas de integración curricular y lingüística en el marco del trabajo por proyectos como estrategia para combatir la potencial fragmentación curricular derivada de la incorporación de lenguas extranjeras para la enseñanza de contenidos así como los riesgos de trivializar el currículum de las áreas bilingües.

Se presentan los resultados de una investigación interesada en las concepciones que mantiene el profesorado sobre la utilización de materiales curriculares en la enseñanza de Conocimiento del Medio. A partir de un cuestionario construido para tal efecto, se obtuvo información de 863 profesores de las ocho provincias de Andalucía (España). El análisis de correspondencias múltiples efectuado revela la existencia de tres factores que explican el 71.2 % de la varianza: el primero representa las ideas propias del idealismo novel frente al realismo que genera la experiencia; el segundo, las ideas de defensa a ultranza de la utilidad del libro de texto frente a la duda sobre su utilidad y un tercero de carácter metodológico enfrenta metodologías activas  a metodologías tradicionales.