Aportaciones a la innovación educativa en la formación del futuro profesorado de Educación Secundaria: el laboratorio pedagógico

Abstract

An experience of teaching innovation developed in the Master’s Degree in Secondary Education Teacher Training at the University of Cantabria is presented. Through the creation of a pedagogical laboratory, it is proposed to the students of the master’s degree the design of suggestive, rich, inclusive learning situations with a sustainable development approach. By designing learning situations, future teachers research new changes to favour student learning, reflect on the challenges of current education and try to propose improvement actions to develop a positive influence with their teaching practice. Students and teachers participated in the pedagogical laboratory, developing co-teaching practices and interdisciplinary work. The results of the experience show that the laboratory favours not only the acquisition of knowledge, but also significant learning with a clear practical potential where the students are the protagonists. In this sense, progress is being made towards a process of situated learning that is committed to the students’ commitment to the application of the competences and skills acquired during the master’s degree to improve the learning of their future students. On the other hand, it has favoured an increase in the coordination of the teaching staff of the master’s degree, generating a space for dialogue, meeting and joint and shared work with the students.