Attitudes of latin american teachers towards educational innovation
Actitudes del profesorado latinoamericano hacia la innovación educativa
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Rodríguez-Torres, Ángel-F., López-Belmonte, J., Marín-Marín, J.-A., & Moreno-Guerrero, A.-J. (2025). Attitudes of latin american teachers towards educational innovation. Revista Lasallista De Investigación, 21(2), 206-222. https://doi.org/10.22507/
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Introduction. Current education is in a process of constant updating as a result of technological advances. Objective. This study aims to analyze the dimensions associated with teaching innovation (teaching motivation and dedication, new methodologies, opportunity of context and revaluation of teaching), exploring their relationships, significant differences and the effects generated by variables such as gender, age, length of service and educational level. Materials and methods. For this purpose, a quantitative methodology of a descriptive, transversal and predictive nature has been carried out in a sample of 752 teachers from Latin America. Data collection was carried out using a validated questionnaire (QUACINE). Results. The results indicate that the dimensions applied are related to each other, which reinforces that the predisposition towards innovation in teaching and learning processes generates improvement in all dimensions. Teachers value the application of innovative pedagogical methods positively. Conclusions: Teachers with less than 10 years of teaching experience tend to value the dimensions of methodology and revaluation more positively than the rest of the teachers with more than 10 years of experience. Age and length of service may be an explanatory component to determine the predisposition of teachers to apply innovative pedagogical methods in the teaching and learning process.
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