Exploring Methodological Approaches in Secondary Education in Castellón, Spain: A Comparative Analysis of Traditional, Blended, and Innovative Teaching
DOI:
https://doi.org/10.57125/FED.2023.12.25.14Keywords:
blended learning, innovative methodologies, traditional methodologies, secondary educationAbstract
The traditional model of teaching-learning process, concerned with the knowledge acquisition within the confines of a classroom, has long prioritised exam preparation and measurable academic success through standardised tests. In contrast, hybrid education integrates in-person teaching with online learning, leveraging Information and Communication Technologies (ICTs) in order to create adaptable and comprehensive learning environments. This paradigm shift acknowledges students individuality, tailoring instruction to their unique learning needs. This research investigated the methodologies employed by secondary education instructors in the province of Castellón (Valencia, Spain), drawing insights from the experiences of 45 master's students specialising in Language and Literature and Language Teaching. Participants were prompted to share their experiences, focusing on identifying whether their supervisors utilised traditional, hybrid, or innovative teaching methodologies. The Padlet platform was employed in the research to collect qualitative data through open-ended responses, providing a rich source of information on the teaching and learning processes observed during 200-hours of internship. Data analysis revealed intriguing insights into the methodologies employed by supervisors. The results indicated a spectrum of teaching methodologies in Castellón's secondary schools, emphasising the importance of considering both traditional and hybrid approaches, while also promoting innovation in educational practices. In conclusion, the findings not only offered a picture of current teaching methods but also provided valuable insights for future discussions on curriculum development, teacher training, and the overall enhancement of the teaching-learning experience.
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