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This paper builds on the European project MiCREATE, which aimed to explore and stimulate migrant children and youth reception and inclusion in educational and social systems by adopting a child-centred approach at educational practice and policy levels. We focus on the role of the students’ local and immigrant families in this often-challenging process. We have evidence of the vital role of families in children and youth education. However, research mainly focuses on teachers when discussing issues related to the reception and inclusion of migrant students in schools, often forgetting that families and children/youth are also critical elements in these processes. In this project, we have explored the roles expected and developed by local and foreign families in facilitating and accompanying schools and students on these not-always-easy paths using various methods and activities. This paper focuses on aspects of the MiCREATE project related to the crucial role of families in their children’s social and educational experiences in the host country. It is based on fieldwork carried out in 16 schools in Spain, including teachers, families, students, educational community members and policymakers. Art-based research methods, open-ended interviews and focus groups provided a broad picture of the different views and expectations of all those involved in formal education. From the thematic analysis of the participants’ contributions, results emerge around two main focuses: (1) difficulties migrant families face in getting involved in school life, such as cultural clashes, school segregation, migrant families’ environment and the difference between primary school and secondary schools; (2) more general and specific initiatives that facilitate migrant family involvement in school life.

Collaborative networks are considered a critical factor in developing the human species and any living being. Life would not be possible without the dynamic interaction between plants, animals, micro-organisms, non-living beings, and their environment. Nor would human life be possible without considering its physical, social, cultural, and technological environments as a unitary network living within a historical context. In science and academia, the importance of networks has grown exponentially. Based on the experience of a network of excellence with institutional recognition for more than ten years, the purpose of this article is to highlight the value and contributions of this way of working for the advancement of scientific knowledge and public policy. It argues the importance and the necessity of networks and the advantages of network thinking. To illustrate the importance of networks, we analyse the trajectory of the REUNI+D network of excellence, the contributions and tensions of this collaborative structure, the lengthy processes required for its constitution, the social capital that it provides to its members and some conclusions that show the challenges of research networks in universities.

Este artículo está organizado en tres partes. En la primera se hace un recorrido por nuestra aproximación al campo del currículo para situarlo como un espacio de relación, no solo entre saberes sino, sobre todo, entre sujetos. En la segunda parte expandimos esta perspectiva y la cruzamos con algunos conceptos geofilosóficos de Deleuze y Guattari, para esbozar lo que podría ser un ‘rizocurrículo’, que va más allá de lo normativo y favorezca las experimentaciones y los afectos que se generan en un devenir y que transforman a los individuos y la vida. En la tercera parte presentamos una invitación a experimentar un sentido inmanente del currículo, más atento a las posibilidades que a los límites, más pendiente de favorecer el establecimiento de relaciones que de determinar caminos homogeneizadores.

Digital technology is constantly permeating and transforming all social systems, and education is not an exception. In the last decade, the unstoppable development of Artificial Intelligence, based on machine learning algorithms and fuelled by Big Data, has given a new push to the hope of improving learning-based machines, and providing educational systems with ‘effective’ solutions. Educators, educational researchers and policymakers, in general, lack the knowledge and expertise to understand the underlying logic of these new ‘black boxes’, and we do not have sufficient research-based evidence to understand the consequences that an excessive use of screens has in students’ development. This paper first discusses the notions behind what Big Data is and what it means in our current society; how data is the new currency that has driven the use of algorithms in all areas of our society, and specifically in the field of Artificial Intelligence; and the concept of ‘black boxes’, and its possible impact on education. Then, it discusses the underlying educational discourses, pointing out the need to analyse not only their contributions but also their possible negative effects. It finishes with considerations and a proposed agenda for further studying this phenomenon.

Digital technology is constantly permeating and transforming all social systems, and education is not an exception. In the last decade, the unstoppable development of Artificial Intelligence, based on machine learning algorithms and fuelled by Big Data, has given a new push to the hope of improving learning-based machines, and providing educational systems with ‘effective’ solutions. Educators, educational researchers and policymakers, in general, lack the knowledge and expertise to understand the underlying logic of these new ‘black boxes’, and we do not have sufficient research-based evidence to understand the consequences that an excessive use of screens has in students’ development. This paper first discusses the notions behind what Big Data is and what it means in our current society; how data is the new currency that has driven the use of algorithms in all areas of our society, and specifically in the field of Artificial Intelligence; and the concept of ‘black boxes’, and its possible impact on education. Then, it discusses the underlying educational discourses, pointing out the need to analyse not only their contributions but also their possible negative effects. It finishes with considerations and a proposed agenda for further studying this phenomenon.

El contenido de este artículo se basa en una investigación cuya finalidad era explorar cómo el profesorado de secundaria aprende a lo largo, ancho y profundo de la vida. La utilización de métodos visuales (cartografías), las narrativas de los 28 participantes en la investigación, la documentación visual de los procesos y las notas de campo, nos permitieron profundizar en sus lugares de aprendizaje, sus movimientos entre el dentro y el fuera de la institución y el sentido que le dan al aprender. El trabajo de campo se centró en dos talleres con los grupos de docentes (11, 8, 7 y 3) y el diálogo continuado con ellos. De las evidencias obtenidas, se han seleccionado aquellas en las que el profesorado hace referencia a las relaciones pedagógicas y los entornos de formación a los que se vinculan sus aprendizajes. De su ordenación y del diálogo interpretativo realizado se deriva que aprender es para los docentes una experiencia atravesada por los afectos. Afectos que se entrelazan en las relaciones con antiguos profesores, familiares, alumnado, colegas y aquellos con quienes se encuentran en entornos no formales. En estas experiencias se tejen saberes no necesariamente académicos, que terminan confluyendo en la práctica profesional y en la vida del profesorado fuera de los centros educativos. Esta consideración amplia y compleja del aprender conduce a una serie de consideraciones que pueden contribuir a plantear la formación inicial y permanente del profesorado como una trama de procesos que están en constante devenir.

The development of Information and Communication Technology has created waves of excitement about its power to fix educational problems and improve learning results, prompting a succession of polic...

This manuscript builds on research about how university students felt affected by the Covid19 pandemic and, especially, by the irruption of non-face-to-face classes and mixed teaching methods in this context. How have young people experienced this situation? How has it affected their wellbeing and the learning strategies should develop have had to incorporate into their virtual relationships? their virtual relationships? How have they related and relate to virtual tools for a task that they have always experienced face-to-face? To answer these questions, the TRAY-AP project that investigates how university students learn collected 89 scenes that show the effects of the Covid 19 on their lives and the university. We grouped these scenes into seven key concepts to detect how students were emotionally affected, especially by moving from face-to-face to virtual learning. From this analysis, although primarily negative, the emotional effects have also allowed them to generate positive strategies for readaptation and collaboration with other colleagues. All of which opens the way to rethink the predominant pedagogical and knowledge relations in the university.

In many ways, the passing of another decade is nothing remarkable. The world does not transform periodically every ten years. Nevertheless, the fact that the 2020s are now upon us provides good rea...

Straipsnyje aptariama, kaip siekis rasti prasmingesnių dėstymo ir mokymosi būdų aukštajame moksle paskatino atsižvelgti į šiuolaikines žinių ir mokymosi sampratas, susijusias su jaunimo vertybėmis, pvz., DIY kultūra (Spencer, 2005). Vykdant Europos projektą „DIYLab – Do It Yourself in Education: Expanding Digital Competence to Foster Student Agency and Collaborative Learning” („Pasidaryk pats edukacijoje: skaitmeninių kompetencijų plėtojimas skatinant studentų agentiškumą ir mokymąsi bendradarbiaujant“; http://diylab.eu tirta, kas nutinka, kai insaiderių grupė analizuoja savo pačių akademinę kultūrą, ir kaip tai susiję su etnografinio tyrimo ribomis ir galimybėmis edukologijoje. Remdamiesi Viveiros de Castro (2010), nagrinėjome savo universitetinės kultūros susikaustymą (sąstingį) ir lankstumą, kurie pasireiškė, stengiantis įdiegti už institucijos ribų atsiradusią ir išsivysčiusią mokymosi bei dalijimosi kultūrą. Precedento neturinti skaitmeninių technologijų plėtra skatina gilius socialinius, kultūrinius ir ekonominius pokyčius bei apima visas gyvenimo ir visuomenės sritis. Šiandien turėtų būti klausiama ne apie skaitmeninių technologijų naudojimo tikslingumą, bet labiau apie tai, kaip, kur ir kokiais edukaciniais tikslais jos turėtų būti naudojamos. Tačiau, kaip matyti iš pastarųjų edukacinių pokyčių tyrimų (Hargreaves, Shirley, 2009; Sancho, Alonso, 2012), reikšmingų permainų galima pasiekti tik įtraukiant mokytojus ir mokinius į sprendimų priėmimo procesus bei įtvirtinant naujas praktikas perspektyviausiais institucinės kultūros aspektais ir siejant su mokytojų profesinėmis žiniomis. Turėdami mintyje šį kontekstą, į Europos projektą „DIYlab“ įtraukėme: (a) pagrindinių DIY kultūros elementų nagrinėjimą ir (b) etnografinės pakraipos (Tacchi, Slater ir Hearn, 2003) dalyvaujančiojo veiklos tyrimo (Reason, Bradbury, 2001) atlikimą. Šiame straipsnyje pristatoma, kaip šis projektas įgyvendinamas Barselonos universitete, nagrinėjamas mūsų akademinės kultūros susikaustymas (sąstingis) ir lankstumas. Išanalizuoti duomenys rodo institucinių laikų ir erdvių nelankstumą, žinių sampratos fragmentiškumą, taip pat institucinius „plyšius“, per kuriuos skverbiasi atsinaujinanti, reikli mokymo ir mokymosi kultūra.

This paper builds on two research projects on initial and in-service education of teachers, their professional experience, and the pathways they travelled to become teachers. The policy documents analysed and the teachers’ professional histories, the micro-ethnographies and the discussion groups developed, allowed us to draw a broad picture of the development of the initial teacher education in Spain. Three fundamental stages were identified: (a) developmentalism and the last stage of Franco’s dictatorship; (b) constructing democracy and (c) the implementation of the European Higher Education Area. Our research shows that the reform implemented in each period represented a clear intention to professionalise teachers’ work and to move beyond the view of initial education as vocational training by transferring it to the university. Meant a move towards improving the relationship between theory, educational research and practice; and left a set of unfulfilled challenges.

[full article in English] This article builds on the results of a research project into the professional experience of seven academic women in universities and research centers in Catalonia, Spain. The aim of the Project was to explore the personal and professional experience of three generations of women in the process constituting their identity as university teachers, researchers and managers. The writing of their professional life histories has enabled us to investigate how they, as women, have become the types of higher education teachers, researchers and managers that they were becoming, and we wished to delve into the relationship between their personal experiences and the development of their professional careers. In this process, we have revealed the strategies of adaptation, resistance and creation developed by women, the forms of symbolic violence that they experience and the changes through which their careers have passed within the context of an institution that is still continuously revealed by different studies to be deeply discriminating and unequal for women.

Researchers from various disciplines collect and generate field notes as a strategy to describe and reflect (through texts, photos, drawings, diagrams, or recordings) the complexity they face when addressing entangled and many-faceted phenomena. Field notes are as common research strategy not only to capture and amass instantly what researchers listen to, observe, think, and feel, but also to make explicit their reflexivity process, based on their observations and experiences. Field notes are not only a method for generating evidence, but a reflection of the ontological, epistemological, methodological, and ethical positionality that guide the researcher’s gaze. Paradoxically, although field notes are something most researchers use and are fundamental in their reports and publications, they are generally the hidden and idiosyncratic side of academic field work. The preparation of field notes is an extremely intricate issue, as the very same meaning, purposes, and roles of field notes heavily rely on the ethnographer’s onto-epistemological positioning. It is useful, then to contextualize field notes within the tradition of ethnography, without ignoring the fact that they are used in a wide range of disciplines (including anthropology, deology, architecture, geography, ethology, archaeology, and biology). It is also important to problematize the practice of taking, collecting, and generating field notes by taking into account the fact that the traditional vision of field notes as written (alphabetic) notes is being challenged by the availability of mobile applications that enable researchers to create and organize multimodal information. It is important to note the relevance of the so-called “headnotes,” as there are many impressions, scenes, and experiences that cannot be written down or can be difficult or impossible to document. In addition, the text goes beyond the reflection of interaction by introducing the notion of intra-action to overcome the metaphysics of individualism underlying conventional understandings of “interactions.” The growing multiplicity of languages, modes, and means of expression and communication must be examined alongside the strengths and limitations of multimodal field notes. Finally, the practice of keeping field notes requires a recognition of the reflexivity imbedded in this process. Field diaries can be seen as the first step toward ethnographic reporting, and here reflexivity becomes a fundamental part of the analyses involved.

Resumen: Ese artículo comienza con una panorámica sobre la proliferación de información propiciada por las tecnologías digitales y sus posibles consecuencias y efectos para la generación de conocimiento. Además de para la comprensión de la complejidad de una realidad que se nos ofrece filtrada y ruidosa en ese alud de información. Sigue con el análisis de cómo esa realidad repercute en la educación formal. Aquí se exploran algunos de los desafíos que han sido formulados tanto para replantear las finalidades de los sistemas educativos, como los modos de aprender y enseñar. A continuación, se presentan diferentes investigaciones realizadas por el grupo de investigación Esbrina. A partir de ellas se da cuenta de cómo estudiantes y docentes están experimentando esos cambios en sus vidas y cómo afectan las relaciones pedagógicas en las que participan. Finalmente, se pone en cuestión algunos aspectos del propio relato. Especialmente el determinismo adaptativo y acrítico que se genera desde los organismos e instituciones, que asumen lo nuevo sin analizar sus consecuencias en los modos de conocer, las relaciones sociales, los enfoques del trabajo y las desigualdades sociales. Lo que nos lleva a concluir urgiendo a la necesidad de debatir y plantear un proyecto de vida en común. Abstract: This article begins with an overview of the proliferation of information provided by digital technologies and their potential implications and effects on knowledge generation. In addition to understanding the complexity of a reality that we are offered filtered and noisy in this avalanche of information. It continues with the analysis of how this reality affects formal education. Here we explore some of the challenges that have been formulated both to rethink the aims of educational systems and the ways of learning and teaching. The following is a presentation of different research projects carried out by the Esbrina research group. From them, we see how students and teachers are experiencing these changes in their lives and how they affect the pedagogical relationships in which they participate. Finally, some aspects of the narrative itself are questioned. Especially the adaptive and uncritical determinism that is generated from the organisms and institutions, which assume the new without analysing its consequences in the ways of knowing, social relations, work approaches and social inequalities. This leads us to conclude by urging us to debate and propose a project of common life.

El mundo está constituido por un conjunto de cambios permanentes y el ámbito de la educación no es una excepción. Este artículo comienza situando las (in)constancias del cambio, sus derivas y paradojas y sigue con un breve apunte sobre la evolución de las ideas educativas, para plantear los desafíos que supone el imperativo de la innovación en el momento actual. A partir de ahí, se argumenta que ir más allá de la innovación como “moda”, requiere una profunda transformación de la práctica, para lo que se precisa tener en cuenta cinco elementos clave: quiénes son los docentes y estudiantes, cómo aprenden y cuáles son sus necesidades; qué tipo de conocimiento se considera importante enseñar para que al alumnado le resulte personal y socialmente valioso; qué tecnologías educativas se tendrían que utilizar o desarrollar para contribuir a alcanzar las finalidades planteadas; qué experiencias de aprendizaje habría que implementar para promover la implicación de los estudiantes y el sentido de aprender; qué sistemas evaluación se necesitan para dar cuenta del aprendizaje realizado.***Inovação e ensino. Da “moda” de inovar à transformação da prática de ensino***O mundo é constituído por um conjunto de mudanças permanentes, e o campo da educação não é uma exceção. Este artigo começa por situar as (in)constantes mudanças, suas derivações e paradoxos, e continua com uma breve nota sobre a evolução das ideias educacionais, para elevar os desafios que o imperativo da inovação no momento presente supõe. A partir daí, argumenta-se que ir além da inovação como “moda” exige uma transformação profunda da prática, para a qual é necessário levar em consideração cinco elementos-chave: quem são professores e alunos, como aprendem e quais são suas necessidades; que tipo de conhecimento é considerado importante ensinar para que os alunos o percebam como pessoalmente e socialmente valioso; quais tecnologias educacionais devem ser usadas ou desenvolvidas no sentido de contribuir para alcançar os objetivos declarados; quais experiências de aprendizagem são convenientes implementar para promover o envolvimento dos alunos e seu senso de aprendizagem; quais sistemas de avaliação são necessários para explicar o aprendizado alcançado.

This paper builds on the history of Esbrina, an established research group in Spain with almost 20 years’ experience and a deeply-rooted tradition of self-reflection and learning. We start by analysing the academic and social contexts in which the group was created and recognised. We make explicit team members’ backgrounds, dispositions and positionalities, to provide insight into the tensions aroused in deciding research topics, methodological approaches and research methods. Then we focus on two specific projects and explore the learning processes of those engaged in them: the first involves micro-ethnography, for which we examine our apprenticeship process through interviews, observation, inferential analysis and visual documentation. The second involves collaborative ethnography, for which we give an analytical account of how we created different ways of learning through collaborating and narrating. Throughout the paper, we reflect on our determination to create a methods-learning environment in which...

In the last 40 years, Spain became from a country of emigrants to a destination for immigrants. The 0.46% of immigrants of 1975 (165,000 of 36,012,682 people) went up to 12% (5,598,691 of 46,063,511) in 2009. The sudden demographic, economic, social, cultural, political and educational consequences of this move have been considerable. In this chapter, after offering an impressionist picture of this new scenario, we focus on the implications of this phenomenon in the educational system during two periods of the recent Spanish history, before and after the social and economic crisis. In these two periods, the arrival of immigrants was considered as a problem and maybe now could be an opportunity to rethinking schooling and develop a more comprehensive curriculum. Immigrants have arrived to school to remain, and that opens the possibility of promoting a more inclusive education for all in a more open and fair society.

In the last four years, we have been researching how five groups of young people were learning inside and outside secondary schools. The novelty of this proposal was to invite these young people to act as researchers by carrying out their own ethnographic cases. As a result we produced 10 ethnographic reports – 5 prepared by students and 5 by the university research team. In this paper, we show part of the conversation between the five ethnographic reports written by us giving account of the processes and results of the studies implemented by students. This meta-ethnographic process tries to accomplish two main objectives: (a) to characterise the variety of youth’ learning experiences in their mobilities and transitions in and outside schools and the ways of giving account of them in the ethnographic reports; (b) reporting own learning about the possibilities and limitations of the meta-ethnographic analysis.

espanolConsiderando los retos que tiene hoy la ensenanza universitaria, este articulo tiene como objetivo plantear la implementacion de la perspectiva DIY en los procesos de ensenanza y aprendizaje de una asignatura del grado de Pedagogia de la Universidad de Barcelona. En el texto se da cuenta del proyecto europeo DIYLab —llevado a cabo mediante una investigacion en la accion participativa— y se caracteriza su implementacion en la asignatura. Finalmente, se presentan las aportaciones de los estudiantes, asi como la consideracion de los retos y las posibilidades de introducir elementos de la cultura DIY en la universidad. EnglishConsidering the current challenges of higher education, this article aims to show the principles and the implementation of the DIY perspective, in the teaching and learning process of a course of the Pedagogy degree at the University of Barcelona. The text describes the European project DIYLab —carried out through participatory action research— and describes its implementation in the mentioned course. Finally, students' contributions are presented, as well as the consideration of the challenges and possibilities of introducing elements of DIY culture into the University.

Este artículo parte de la perplejidad de los adultos ante los nuevos contextos, situaciones y comportamientos propiciados por el desarrollo y aplicación de las tecnologías digitales de la información y la comunicación. Para explorar este tema, comienzo preguntándome si no se está dando un cambio de papeles en las relaciones tradicionales entre hijos e hijas y padres y madres, entre estudiantes y docentes, en un momento en el que parece que los primeros saben mucho más que los segundos. Lo argumento señalando cómo las herramientas digitales han transformado no solo el mundo de la información y la comunicación sino también el sentido y la valoración del conocimiento y el aprendizaje. Sigo con el cuestionamiento del aparente saber tecnológico de los jóvenes e introduzco el papel fundamental de las instituciones educativas para enfrentar los retos de la educación actual. Llego al final explicitando alguno de estos desafíos. This paper is based on adults’ perplexity in front of the new contexts, situations and behaviours fostered by the development and application of digital information and communication technologies. To explore this issue, I start by wondering if the roles in the traditional relationships between children and parents, students and teachers are changing at a time when it seems that the first ones know more than the second. I argue this issue by noting how digital tools have not only transformed the world of information and communication but also the meaning and value of knowledge and learning. Then I put into question the apparently high technological knowledge of youth and introduce the fundamental role of educational institutions to meet the challenges of contemporary education. I get to the end by making some of these challenges explicit.

This paper contains the developments, discussions and decisions made in our research group since its inception in 1994. To do this, first, we situate the socio-historical context of the development of educational research in Spain. Second, we describe the evolution of the group, which led to a name change, a redefinition of the research topics and a greater accuracy in the definition of our ontological, epistemological and methodological positions. This includes our perspective on technology, visualities and educational environments. Finally we exemplify these concepts in two European projects we are developing right now. For us, research is not only inseparable from the academic task, but essential to go beyond the common sense and to be able to provide evidence on the complex phenomena that shape education. But, above all, it represents the best way to improve our work as teachers and educators. Keywords: educational technology, educational research, research methodology, research and theory.

El estudio acerca de la construcción de la identidad del profesor en los últimos 20 años ha mostrado la importancia de la formación y de las primeras experiencias docentes para el proceso de aprender a ser profesor. Las evidencias recogidas mediante el análisis de 23 microetnografías y 13 grupos focales, en que han participado un total de 88 profesores, siete de ellos especialistas en Educación Física, nos ha permitido explorar los componentes macro, meso y microsistemas en que los profesores interactúan y dan sentido a su aprender a enseñar. La discusión y contextualización de las experiencias de los docentes en relación a: (a) el ingreso a la formación, (b) la experiencia de la formación inicial y permanente, (c) el concepto de conocimiento y aprendizaje y (d) cómo han aprendido a enseñar, pone de manifiesto la complejidad de ser docente en los días actuales y nos posibilita elaborar recomendaciones para la mejora de la formación y de la inserción en las escuelas., Studies on the construction of teacher identity in the past 20 years showed the importance of professional development and early teaching experiences for the process of learning how to be a teacher. Evidence was collected by conducting 23 micro-ethnographies and 13 focus groups, in which a total of 88 teachers participated, seven of whom were specialists in Physical Education. It allowed us to explore the components of the ‘macro’, ‘meso’ and ‘micro’ systems in which teachers interact and ascribe meaning to their learning of how to become teachers, and to how they have been constructed as teachers. The complexity involved in learning to be a teacher today was shown by discussion and contextualization of teachers’ experiences regarding: (a) starting their development; (b) experience with initial and continued training; (c) the notion of knowledge and learning; and (d) how they have been learning to teach, allowing us to make recommendations to improve teachers’ training and their placement in schools., O estudo sobre a construção da identidade do professor nos últimos vinte anos destacou a importância da formação e das primeiras experiências docentes para o processo de aprender a ser professor. As evidências identificadas por meio da análise de 23 microetnografías e de 13 grupos focais, nos quais participaram um total de 88 professores, sete deles especialistas em Educação Física, nos permitiram explorar os componentes dos macro, meso e microsistemas em que os professores interagem e atribuem sentido ao seu aprender a ensinar e a como eles têm se constituído como professores. A discussão e a contextualização das experiências dos professores em relação a: (a) a entrada em formação, (b) a experiência da formação inicial e continuada, (c) o conceito de conhecimento e aprendizagem e (d) como eles têm aprendido a ensinar colocam em evidência a complexidade que implica ser docente hoje e nos possibilita elaborar recomendações para a melhoraria da formação e da inserção nas escolas.

The gap between the compulsory secondary school, students’ daily experiences and interests and social demands seems to have significantly increased. Nowadays disaffection and disengagement with school, low-attainment and early school leaving are found not only in disadvantaged students but also practically among all social groups across countries. The traditional conception of learning prevailing in most schools does not seem able to meet the educational needs both of young people and society. Living and learning in a digital and globalized world implies considerable challenges for schooling, and these are reviewed in this paper.We build on the outcomes of an ethnographic case about young people learning inside and outside school using different media. First, we discuss the challenges posed by contemporary compulsory secondary education while also establishing the scope of our research. Then we explore the transitions of students between inside and outside school and the characteristics of a learning process in which switching constantly between online and offline environments is a given. Finally, we make suggestions, which can be taken into account by schools seeking to offer students more meaningful and authentic learning experiences.

This chapter provides an overview of the main outputs of the analysis undertaken during the exploratory phase of CERI work on innovative learning environments. Main themes are introduced, with reference to key ideas and research on innovations, which are largely gleaned from the four study cases explored in Mexico.

Este artículo se basa en un proyecto de investigación coordinado sobre cómo aprenden los docentes, sus implicaciones educativas y los retos para afrontar el cambio social. Desde un posicionamiento basado en la investigación inclusiva y la utilización de métodos visuales se crearon 65 cartografías sobre los escenarios o contextos de aprendizaje de docentes de educación infantil, primaria, secundaria y superior (en este caso los investigadores del proyecto). También, se compartieron las explicaciones y reflexiones sobre las cartografías realizadas dando cuenta de los tránsitos y experiencias de aprendizaje. En este artículo, presentamos los resultados y las conclusiones sobre cómo aprendemos los docentes de educación superior, centrados en los autores de este texto. Destacamos las posibilidades de la experiencia cartográfica para la investigación educativa y la consideración de que el aprendizaje del profesorado no solo tiene lugar en contextos formales e institucionales, sino a lo largo y ancho de la vida. Elaboramos conclusiones sobre las características del aprendizaje del profesorado actual y sobre la importancia de tener en cuenta su carácter contextual, biográfico, corporeizado y socioafectivo en la formación inicial y permanente de los docentes. También avanzamos algunas implicaciones para repensar la formación docente al considerar las relaciones entre las experiencias de vida y el aprendizaje, la importancia de conectar las instituciones educativas con la sociedad, la reflexión sobre la práctica educativa y los principales desafíos educativos. Todo ello con la finalidad de promover la transformación de los centros educativos en instituciones de aprendizaje con sentido.

Today more than ever, educational institutions need educational leaders who are able to promote profound, substantive and sustainable change. This paper is based on the efforts and results of the first stage of a European project implemented in universities and primary and secondary schools in Spain, Finland and the Czech Republic. The project seeks to explore the changes (and its educational effects) that have occurred in the last decade regarding digital competencies, especially in relation to the emergence of a culture of collaboration that connects youth learning, technology and a Do-it-Yourself (DIY) ethos. To achieve the project's objective, we followed a methodology based on the principles of collaborative action research (CAR). We have analysed the curricula and study plans of the participating institutions in order to explore how and where the project could be applied. We conducted a series of focus groups with teachers, students and parents to discuss notions of DIY learning among the educational communities. Based on these discussions, we began to analyse how each context envisions DIY learning and how it relates to the notion of virtual space. We finished the first stage with the professional development of the teachers, which was aimed at shaping the DIYLabs implementation plan. info:eu-repo/semantics/acceptedVersion