Innovative Teaching: Case Study and Problem-Based Learning, Methods to Meet to Diverse Communities

Author(s):

Antonio Medina(presenting / submitting)María-C Domínguez María Medina Concepción Medina Raúl González

Conference:

ECER 2014

Network:

11. Educational Improvement and Quality Assurance

Format:

Paper

Session Information

11 SES 03 B, Innovative Approaches to Improve Quality of Education

Paper Session

Time:

2014-09-02

17:15-18:45

Room:

B232A/B Sala de Aulas

Chair:

José Cajide

Contribution

The attention to all students, singular individuals, during the period of school requires of the teaching staff, especially those of Secondary Education, an open way of believing and accepting the different potentials of all people; which should be viewed, understood and valued in its immense wealth.

Teachers have to convert their teaching into a valuable problem from which learn to know and facilitate students and themselves the most formative educational practices, the greater are the possible opportunities of developing as human beings (Medina and Medina, 2014; Medina and Cols, 2013;. Hamilton and Corbett-Whittier, 2013;Atkinson and Wallace, 2012).

We aim to discover the possibilities that Problem-Based Learning (PBL), performed and employed with the case study, has / will have in the most relevant attention to each student in his educational potential and the impact that this singularised attention has for each teacher, learner and class as a whole.

Research Aims:

Identify the value of complementarity between PBL (Problem Based Learning) and case study aware of their wealth.
Develop training processes for teachers to discover the value of PBL and case study employees to improve the multiple potentialities of students.
Emerge methodological systems for teachers to improve their Continuing Professional Development (CPD).
Select creative tasks, generating a climate of innovation in the classroom to train students in their diversity and advance in the CPD of teachers.

Method

The didactic development of PBL and Case Study is a process of complementarity between teaching- learning values and relevant case studies, we will apply its didactic sense with a research approach, performing: • Narratives. • In-depth interviews. • Questionnaires and document analysis.

Expected Outcomes

The most valuable findings in the current moment and in its future development, in collaboration with several educational institutions, participating teachers, supervisors of education and families living in complex and plurals contexts, needy of new principles and educational methods. The findings of three institutions of secondary education, in which are involved over forty teachers, are the following: • The application of problem-based learning to the development of new organizations and productiveactivities, complementary to those performed, linked to dance, music, singing, trade, etc., are very relevant to the advancement of communities such as the Roma. • The choice of case of generation of new textile products, linked to the development of dance and Gypsy sentiment, helps to become aware about activities future and relevant to be carried out in communities, educative institutions and continuous improvement scenarios of teachers. • The Romanian-Spanish network to support the Roma culture and programsis being an organization of great value among all people linked to projects of innovative authentic culture in schools, communities and wider society. • It is experienced an open school climate to the potentialities of all students and close to the educational demands, professional and employment of Roma community, especially in the contexts that were elected: Madrid, Jaen, Úbeda, Granada, Bucharest, Ploesti, proposing actions training oriented to Life Long Learning, for students, Roma communities and the continuing professional development (CPD) of teachers. It is found that the complementarity between PBL and Case Study improves educational processes, develops the social communities Roma and teachers. • The PBL (Problem-Based Learning) provides a fecund line to the teacher training (Medina and Dominguez, 2014), considered essential to identify relevant situations of teaching that become and working as a case study (Hamilton and Corbett-Whittier, 2013; Atkinson and Wallace, 2012).

References

Atkinson, L. and Wallace, S. (2012). Qualitative research in education. London: SAGE. Hamiltonand Corbett-Whittier (2013). Using case study in Education Research. London: SAGE. Medina A. and Medina, C. (2014). Evaluación de Programas de Formación del Profesorado. Revista de Evaluación de Programas y políticas Públicas, 2 (en prensa). Medina, A and Cols. (2013). Formación del profesorado. Madrid: Ramón Areces. Medina, A. and Domínguez, M.C. (2014). Aprendizaje basado en problemas. Congreso Internacional de Aprendizaje Basado en Problemas. PAN PBL. Chile: Universidad del Bio-Bio.

Author Information

Antonio Medina (presenting / submitting)

UNED-University of Distance Education

Diddactic

Madrid

María-C Domínguez

UNED

Madrid

María Medina

UNED-University of Distance Education, Spain

Concepción Medina

UNED-University of Distance Education, Spain

Raúl González

UNED-University of Distance Education, Spain

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