The psychoeducational principles of the PISA project as a guide for changing secondary school teachers' conceptions and educational practices

Carles Monereo, Montserrat Castelló, David Duran, E. Isabel Gómez

Research output: Contribution to journalArticleResearchpeer-review

8 Citations (Scopus)

Abstract

The present study considers the possibility of applying psychoeducational principles underlying the elaboration of the PISA project in order to change secondary school teachers' conceptions and educational practices, leading to more authentic and complex cognition in activities, and to greater promotion of students' learning autonomy. To achieve these changes, a sample of language teachers participated as partners in the process of research-training, elaborating with the research team the instruments that should guide these changes. The findings revealed positive progress towards the identified dimension of change. © 2009 Fundación Infancia y Aprendizaje.
Original languageEnglish
Pages (from-to)421-447
JournalInfancia y Aprendizaje
Volume32
Issue number3
DOIs
Publication statusPublished - 1 Sep 2009

Keywords

  • Authenticity
  • Cognitive complexity
  • Conceptions
  • Learning autonomy

Fingerprint Dive into the research topics of 'The psychoeducational principles of the PISA project as a guide for changing secondary school teachers' conceptions and educational practices'. Together they form a unique fingerprint.

  • Cite this