New book: The paradoxes of educational innovation

Miquel Martínez, member of the Institute of Research in Education, coordinates, together with Anna Jolonch i Anglada, this work.



The school is transformed because society is transformed. If the school changes, it is because the students and their way of learning change. Everything happens in such a fast way that, very often, education goes behind.

For some time now we have lived not in a time of change, but in a change of time. In the world of education, changing the school to respond to new challenges becomes an imperative. In recent years, educational innovation has emerged strongly in speeches and collective imaginary. There are also a series of contradictions and interests around innovation and school, which are not always explicit and must be disclosed. To make it possible, the first step is to avoid simplification.

The paradoxes of educational innovation make a necessary contribution to innovation, from knowledge and rigorous analysis, with an international vision and with the intention of enriching both its debate and understanding and its relationship with the improvement of educational practice.

This book will forcefully interest teachers who innovate in classrooms, those responsible for educational policies and researchers and experts committed to educational action. And, above all, to those who, without avoiding complexity, ask questions about the how and what of education and school today, with the aim of extending the right to education to all, and favoring the learning opportunities of each and every student.


Keywords: Education / Educational innovation / Educational leadership / Evaluation / Teacher training




Chapter 1

What should we innovate and what should we keep in education?

Miquel Martínez (University of Barcelona)

Episode 2

What future for innovation in schools? The challenges of pedagogy and the teaching profession today

Philippe Meirieu (Université Lumière. Lyon 2)

Chapter 3

Leading improvement and innovation in schools and education systems: evidence and implications for policies and practices

Toby Greany (University of Nottingham)

Chapter 4

Innovation and evaluation as instruments of transformation of educational systems

Joan Mateo (University of Barcelona)

Chapter 5

The future of education: disruptive innovation in public policy

Inés Aguerrondo (Catholic University of Argentina)

Chapter 6

Educational innovation in a time of accelerated post-truths

Karine Rivas, Alex Egea and Enric Prats (University of Barcelona)

Chapter 7

Innovation and quality in education

José Manuel Escudero (University of Murcia)

Chapter 8

Innovation in learning environments and materials

Begoña Gros (University of Barcelona)

Chapter 9

Schools, territory, networking and innovation in education

Antoni Tort (University of Vic)

Chapter 10

Professional learning communities: leadership and educational innovation.

Anna Jolonch (University of Barcelona)

Chapter 11

Teacher training for innovation

Denisse Vaillant (ORT University of Uruguay)

Chapter 12

Improving teaching by making it visible with videos

Anna Pons (OECD)