Abstract

ROMERO ALONSO, Rosita et al. Action research, flipped classroom, training competences. Key elements for effective b-learning training in leadership leadership. Innovaciones Educativas [online]. 2020, vol.22, n.32, pp.21-35. ISSN 2215-4132.  http://dx.doi.org/10.22458/ie.v22i32.2896.

Summary: Faced with the challenge of having training approaches for practicing teachers and principals that address the complexities of the educational phenomenon, it is necessary to have evidence of the effectiveness of various training methodologies. This article describes the results of an investigation whose objective was to determine the effectiveness of a course in Leadership for Innovation and Change in School Institutions aimed at practicing teachers and school principals, and to know the assessment of the graduates with respect to the methodology in which it is based and its articulation with ICT, identifying factors of the formative design that favor the transfer of learning to the educational context. For this purpose, a quantitative methodology was used, through the application of a pre -and post- test of knowledge to a sample of 168 course participants; and then a satisfaction survey applied in three cohorts, answered by 123 participants. The results show a statistically significant improvement in the participants' knowledge of management skills, demonstrating the effectiveness of the course. Furthermore, aspects of the applied approach that guided the course, based on action-research and the flipped classroom from a b-learning approach, were highly valued by the teachers because they propitiated applied and contextualized activities, and autonomous work conjugated with collaborative reflection. The former allowed for strengthening professional self-confidence, favoring the transfer of learning.

Keywords : Lifelong Education; inservice teacher education; blended learning; educational leadership.

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