Educational change and innovation in the theory and practice of initial teacher training

Abstract

This article proposes the use of the theory of change and educational innovation for the analysis of micro innovations in initial teacher training programs which, in turn, are articulated with theoretical proposals that underpin deep, reflective, imaginative and experiential learning of teachers in training. The objective is to analyze the vision of educational change in the theory and practice of initial teacher training by reviewing the theoretical proposals of imaginative education, deep learning and experiential education, as well as the implementation of micro innovations in a variety of programs. The description of each innovation, the component it seeks to improve, the main purposes it pursues, the intensity of the change, its development and the way of producing change are presented in this article, and the authors conclude that the search for change through the implementation of innovations implies the self-questioning of basic notions such as teaching and learning, at the individual and collective levels.