Model of educational innovation according to the experiences of teachers and university students
Abstract
The objective of the present article is to propose a model of educational innovation based on the experiences of teachers who were qualified as the best by their students and based on grounded theory. The realized study corresponds to a qualitative approach. The research involved 17 teachers and 25 students from a public University at the State of Sonora, Mexico. The acquired results expose the construction process of a didactic constructivist model with a social-formative approach on instructional strategies and formative evaluation, as well in the functions and humanist teaching roles based in respect, empathy, trust and with the use of media and technological resources to improve the teaching-learning process. It concludes that the teachers employ an innovative pedagogy in the formative processes of the students based on real context problematics and supported by technological tools.
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