Las cuatro transformaciones y sus fundamentos pedagógicos e institucionales

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Bibliografía
ABBOTT, J. y MCTAGGART, H. Overschooled
but undereducated: How the crisis in education is
jeopardizing our adolescents. London: Continuum.
2010.
ALEXANDER, R. (editor). Children, their
World, their Education: final report and recommendations
of the Cambridge Primary Review. London:
Routledge. 2010.
OLSON, DAVID. Psychological Theory and
Educational Reform: How School Remakes Mind
and Society. Cambridge: Cambridge University
Press. 2003.
RUIZ, F. La nueva educación. Madrid: Lid
Editorial. 2007.
RUIZ, F. “Escenarios de futuro y transformación
del sistema educativo”. Boletín de la Institución
Libre de Enseñanza, julio 2014, nº 93-94.
Abstract
Educational system is apparently
working and educational agents are
fulfilling their obligations. However, it exists
a significant dissatisfaction in general:
schools are weighed down by too many
administrative rules, students are submitted
to external tests, and so on. Education
needs reliable experts, investigators, to
shed light on clear, solid and well-reasoned
principles of action in order to respond to
society. Therefore, the author lays down ten
pedagogical institutional principles that look
for guarantying opportunities of excellence to
all children: personalized learning, real world
connection, student-centered, teamwork,
systemic responsibility, among others. All of
them require a whole process of conversion
for the institutions and the schools, broke
down into four transformations: curriculum
and assessment, teachers and students
roles, organization and coordination,
architecture and learning spaces. Those
transformations can be a lighthouse for the
institutions; to keep an open, dynamic and
ever-changing education able to attend to
society´s needs.
Abstract
e DUCADORES= Abril - Junio 2016