Mejora de la Escuela: Medio Siglo de Lecciones Aprendidas

Abstract

El fracaso de las reformas curriculares de los años 60 y de lo inútil de las innovaciones impuestas “de arriba a abajo” hicieron que se volviera la mirada a la escuela como el centro del cambio educativo, con lo que se inició el Movimiento teórico-práctico de Mejora de la Escuela. El presente artículo, en primer lugar, hace un repaso a la evolución de esta línea, deteniéndose en las diferentes etapas por las que ha transitado y en sus características definitorias. En segundo lugar, se centra en las lecciones aprendidas en estas décadas que pueden ser útiles para la puesta en marcha de procesos de transformación escolar en la actualidad. Concretamente se abordan seis grandes aspectos: la colaboración docente y el trabajo en redes, la implicación de la comunidad, el liderazgo sistémico, la centralidad de los procesos de enseñanza y aprendizaje, el debate entre la responsabilidad y la rendición de cuentas, y las nuevas relaciones entre la administración pública y las escuelas. Para finalizar se aborda el para qué del cambio: una educación para la justica social.

School improvement and school efficiency: reflections and evidences in the liquid society ( Mejora de la escuela y eficacia escolar: reflexiones y evidencias en la sociedad líquida )

“…(Stoll & Fink, 1996). In this sense, the extensive accumulated knowledge about educational change and school quality that comes from the School Improvement and School Efficacy Movements (Ballesteros & Gil, 2012; Bolívar, 1999; Campbel et al, 2012; D.; Reynolds et al, 2014b; Gray et al, 1999; Hernández et al, 2014; Hopkins et al, 2014; Intxausti et al, 2016; F. J. Murillo, 2007; Martínez, 2015; Muijs et al, 2014; Murillo, 2003a, 2003b, 2008, 2009; Murillo & Krichesky, 2012, 2015; Pedroza et al, 2018; D. Reynolds et al, 2014a; Watkins, 2010) offers us a solid and well-justified theoretical-practical framework that can and should guide school renovation attempts.…”

“…Thanks to the lessons learned over recent years, we already know that there are certain methodologies and factors that prove to have a more direct impact than others in improving teaching and learning processes (Murillo & Krichesky, 2015). These two movements are conceptualized below and the main contributions of some of the most relevant studies are offered.…”

“…There is a broad consensus when it comes to stating that the school must be open in its relationship with the environment, generating a participatory culture that allows the real involvement of the school community (Ainscow et al, 2001), cooperating with the families and with the ability to modify their curricular structures and daily life to respond to the new problems that society demands. Murillo and Krichesky (2015) affirm that for the changes to be real they must have an impact on the teaching and learning processes and on the organization, ‘but above all on the school culture: the set of values, norms, expectations, shared with the community; to those elements that make a school innovative, learn, work as a team …’ (Murillo & Krichesky, 2015, p. 78). In this sense, Román (2008) points out that for the real and lasting improvement of the school, the following are mainly needed: teamwork, change in pedagogical culture, resources, democratic leadership, time, change in teaching practice and perspective, and finally, clarity and consensus in the changes that are intended to be implemented:Change requires time and resources and must be the consequence of internal processes.…”

“…The intrinsic complexity of the teaching-learning processes, the factors linked to the socio-economic context, historical moment, cultural processes, strengths and weaknesses of the teacher, characteristics of the students, etc., play a decisive role in the implementation of teaching strategies and the achievement of objectives (Hopkins et al, 2014). However, as a result of the lessons learned over recent years, we already know that there are certain methodologies and factors that prove to have a more direct impact than others in improving teaching and learning processes (Murillo & Krichesky, 2015). In fact, today we have enough research on how to correctly guide theory and practice to improve school education.…”

“…Considering the above, the objective of this study is to reflect on the extensive accumulated knowledge about educational change and school quality that comes from two theoretical-practical movements: School Improvement and School Efficacy (Bolívar, 1999; Hopkins et al, 2014; F. J. Murillo, 2007; Martínez & Murillo, 2016; Murillo, 2005, 2008, 2009; Murillo et al, 2016; Murillo & Krichesky, 2012, 2015; Watkins, 2010). In this context and in the face of the evidence presented, the meaning, practical implications, contribution to the available knowledge and purpose of this research are outlined.…”