ISSN 2348-1218 (print) International Journal of Interdisciplinary Research and Innovations ISSN 2348-1226 (online) Vol. 10, Issue 3, pp: (33-39), Month: July 2022 - September 2022, Available at: www.researchpublish.com
Learning communities. A commitment to another way of conceiving school organization Javier de la Hoz Ruiz1 Cristina Cruz González1, Javier Mula Falcón1, Carmen Lucena Rodriguez1 1
University of Granada, Spain
DOI: https://doi.org/10.5281/zenodo.6845055
Published Date: 16-July-2022
Abstract: This article consists of a didactic material of teaching innovation that aims to provide guidelines to future teachers on how to develop learning communities in their schools. Therefore, this study aims to respond to the new social and educational changes by means of a project supported by scientific bases and favorable results after its implementation in different scenarios. This is the Learning Communities, a set of actions that aim to alleviate situations of social exclusion and to promote integral, cooperative and true learning. Keywords: Learning Communities, Successful Educational Actions, Dialogic Learning, Information Society.
I. INTRODUCTION Recent years have witnessed numerous social changes that urgently require new transformations in the educational sphere. It is difficult to continue maintaining an educational system almost identical to that of a couple of decades ago, in a completely different society. This is why we cannot continue to be anchored in a unidirectional teaching, in which only the role of teacher and student is the only one, and in which instruction is given through an outdated curriculum that has nothing to do with the current demands both in the labor and social spheres. In spite of this, not just any change can be welcome, and the fact is that, as in other areas, education also requires, before the implementation of such changes, certain indicators that guarantee an educational improvement. It would be impossible to conceive education from a traditional pedagogical model, in which the educator would be the main source of information and the only protagonist in the transmission of teachings. As Mora (2004) rightly argues, we cannot bet on an education that promotes the accumulation of knowledge, when any type of information can be accessed in less than a second. It would therefore be interesting to have an educational vision that promotes an active attitude on the part of the student towards learning, making the student the protagonist of his or her own learning process, and transforming the role of the educator into that of director or guide of the learning process of his or her own student. However, in most classrooms there is still a traditional methodology, unsuited to the needs of students and incapable of arousing interest in learners. It is for all these reasons that betting on a true and valuable transformation in the educational world is only possible if educational practices that defend theories and experiences recognized by the scientific community, which have been previously tested and positively evaluated (Racionero and Serradell, 2005), are taken as a reference (Racionero and Serradell, 2005). In order to highlight the need to understand education in a different way in these times of change, we will first focus on understanding what Learning Communities consist of and how useful they can be for educational improvement; secondly, we will present the pedagogical principles and theoretical bases on which they are based; and finally, we will explain the phases of transformation and consolidation that educational centers have to undergo in order to become Learning Communities.
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