Resumen

PAREDES-LABRA, Joaquín. CONFLICTIVE INNOVATION IN SPANISH UNIVERSITY TEACHING: TRAINING OF INNOVATIVE TEACHERS. AN EVALUATIVE AND BIOGRAPHICAL STUDY. e-Curriculum [online]. 2020, vol.18, n.3, pp.1069-1085.  Epub 01-Dic-2020. ISSN 1809-3876.  https://doi.org/10.23925/1809-3876.2020v18i3p1069-1085.

This study analyzes the difficulties in promoting transformations in university teaching, specifically teacher training. The objectives are to clarify conceptions about curriculum, as well as the difficulties that have arisen, while generating shared learning with other innovators who reflect together. The theoretical framework of work has its roots both in an idea of open pedagogy that favors the implementation of the European Higher Education Area and in Kincheloe's post-formal pedagogy. The methodology is evaluative and biographical-narrative, based on evidence collected throughout a professional career as a teacher. Among the main results it is worth mentioning how the teacher who researches his own practice becomes aware of the strengths and difficulties to practice innovations with open and post-formal pedagogies.

Palabras clave : Innovation; University teaching; Curriculum; ICT; Biography.

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