Developing Strategies of the Innovative Curriculum in the Teachers College

박일수,; 신수범,; 한명숙,

doi:10.20972/kjee.28.3.201709.1

Cited by 3 publications

(2 citation statements)

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“…The topic of the current work has a greater tradition in Asian countries, being able to find relationships between innovation factors and personality characteristics in Russian pro-fessors (Avakyan, 2018), Korean teachers (Lee et al, 2012;Shin & Myong-Sook, 2017), Turkish teachers (Cakir, 2021;Incik, 2020;Yilmaz, 2021), Singaporean university students (Ee et al, 2007), Chinese teachers (Kong & Li, 2018), Indian innovative expert teachers (Chand et al, 2020), and Asian experts in teacher training (Park et al, 2018). Despite being a fairly researched topic in Asia, in European countries, such as Spain, it is still a little studied topic despite its importance.…”

Section: Factors Of Innovative Teachersmentioning

confidence: 99%

Explanatory variables of educational innovation: A model based on personality traits

Monge López,

Montalvo Saborido,

Torrego Seijo

et al. 2023

EJREP

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Introduction. Innovation is a relevant concept in the field of education inasmuch as it refers to planned processes aimed at improving school organization, teachers’ professional development, student learning, and more. However, it is an element that is influenced by a wide variety of variables. Teachers’ personality traits are those elements that are capable of describing, explaining, and predicting their behaviour. Method. The objective of this study is to offer a statistical model that explains teaching innovation factors based on teachers’ personality factors. A survey was carried out with 1,040 Spanish teachers in basic education. They were given the Teaching Innovation Factors Questionnaire and the 16 Personality Factors Questionnaire. Results. The multiple linear regression analysis resulted in significant models to predict Institutional Participation (R2 = .16), Psychopedagogical Openness (R2 = .18), and Didactic Planning (R2 = .11). The first of these factors can be predicted based on the following personality traits: self-reliance, liveliness, openness to change, affability, social boldness, and perfectionism. The regression model for the second factor consists of openness to change, affability, dominance, liveliness, self-reliance, and stability. The third factor can be predicted based on openness to change, sensitivity, perfectionism, rule-consciousness, dominance, social daring, liveliness, and vigilance. Discussion and Conclusion. In conclusion, some personality factors are part of models that can predict teaching innovation, especially the opening.

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Section: Factors Of Innovative Teachersmentioning

confidence: 99%

Explanatory variables of educational innovation: A model based on personality traits

Monge López,

Montalvo Saborido,

Torrego Seijo

et al. 2023

EJREP

View full text Add to dashboard Cite

show abstract

“…El tema del presente trabajo tiene gran tradición en países asiáticos, siendo posible identificar relaciones entre factores de innovación y características personales en profesores rusos (Avakyan, 2018), coreanos (Shin y Myong-Sook, 2017), indios (Chand et al, 2020) y chinos (Kong y Li, 2018), futuros docentes turcos (Incik, 2020), estudiantes universitarios de Singapur (Ee et al, 2007) y expertos asiáticos en materia de formación del profesorado (Park et al, 2018). A pesar de ser un poderoso tema en la investigación asiática, en países europeos, como España, resulta un campo poco abordado a pesar de su importancia.…”

Section: Factores De Personalidad Del Profesorado En Procesos De Innovaciónunclassified

Factores de personalidad e innovación docente en España: aproximación desde distintos enfoques

López

Hernández

2021

Rev. complut. educ

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INTRODUCCIÓN. La innovación docente supone una serie de transformaciones orientadas a la mejora, por lo que se puede considerar un elemento necesario en los centros educativos. Sin embargo, estos procesos de cambio se encuentran influidos por una gran cantidad de factores, siendo los rasgos de personalidad del profesorado unos de los más importantes y amplios. El principal objetivo de esta investigación fue relacionar, comparar, predecir y comprender los factores de innovación docente del profesorado a partir de sus rasgos de personalidad. MÉTODO. Se desarrolló un diseño de investigación que combinó un estudio por encuesta (1,670 profesores de Educación Infantil, Primeria y Secundaria cumplimentaron el CFID y el 16PF-5) con un estudio de caso (centro educativo madrileño donde se realizaron entrevistas, observaciones, análisis documental, producciones personales y grupo de discusión). RESULTADOS. Algunos rasgos de personalidad del profesorado estuvieron presenten en los modelos para predecir la participación institucional (R2corregida = .43), la apertura psicopedagógica (R2corregida = .30) y la planificación didáctica (R2corregida = .31). También se encontraron relaciones entre la personalidad y la innovación docente, además de diferencias significativas en personalidad en función de los factores de innovación del profesorado. DISCUSIÓN. La apertura al cambio, la afabilidad y la animación del profesorado son rasgos de la personalidad sumamente importantes en los procesos de innovación docente.

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Challenges and enablers in the advancement of educational innovation. The forces at work in the transformation of education.

Valdés Sánchez,

Gutiérrez-Esteban

2023

Teaching and Teacher Education

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Developing Strategies of the Innovative Curriculum in the Teachers College

Cited by 3 publications

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Explanatory variables of educational innovation: A model based on personality traits

Explanatory variables of educational innovation: A model based on personality traits

Factores de personalidad e innovación docente en España: aproximación desde distintos enfoques

Challenges and enablers in the advancement of educational innovation. The forces at work in the transformation of education.

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