Abstract

This paper describes and analyses an innovative experience carried out by a group of lecturers from the Psychopedagogy Faculty of the University of Alcala, involved in an action research process with the purpose of reflecting about our own practice and constructing alternative teaching strategies to facilitate students’ reflective, autonomous and critic learning. The experience consists of a didactical proposal through which we intend to establish connections and interdisciplinary relationships among courses, in order to break down the isolation that usually characterizes the work of university teachers, and move towards a more global and complex formula for curriculum development. We also propose the use of Information and Communication Technologies (ICT) as tools to support the learning process and expand opportunities for reflection, dialogue and collaboration beyond the classroom activities. The results of this experience show a dialectic interaction amongst innovation, research and professional development processes.

Citation

Margalef García, L. & Pareja Roblin, N. (2008). Innovation, research and professional development in higher education: Learning from our own experience. Teaching and Teacher Education: An International Journal of Research and Studies, 24(1), 104-116. Elsevier Ltd. Retrieved June 10, 2023 from https://www.learntechlib.org/p/76116/.

Keywords

• action research
• Computer Uses in Education
• curriculum development
• educational innovation
• faculty development
• Foreign Countries
• Information and Communication Technologies
• information technology
• innovation
• Interdisciplinary Approach
• Learning Activities
• learning strategies
• professional development
• reflective learning
• Self-study of teaching
• teacher collaboration
• Teacher Education Programs
• Teacher Educators
• teaching methods
• Telecommunications