Métodos activos en la escuela pública: análisis de las memorias del magisterio alicantino (España, 1916-1926).
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| Title: | Métodos activos en la escuela pública: análisis de las memorias del magisterio alicantino (España, 1916-1926). |
|---|---|
| Alternate Title: | Active Methods in Public Schooling: An Analysis of Teachers' Reports in Alicante (Spain, 1916-1926). |
| Authors: | Soler, Seila1 seilaaixa.soler@ui1.es, Rosser, Pablo2 pablo.rosser@unir.net |
| Source: | Espacio, Tiempo y Educación. Jul-Dec2025, Vol. 12 Issue 2, p302-321. 20p. |
| Subject Terms: | *Teaching methods, *Public schools, *Constructivism (Education), *History of education, Spaniards |
| Geographic Terms: | Alicante (Spain), Spain |
| People: | Montessori, Maria, 1870-1952 |
| Abstract (English): | Active methodology has been a consistent topic in pedagogical debates since the late 19th century. Although it is often presented today as an educational innovation, its theoretical foundations and practical applications were already formulated and implemented by Spanish teachers, particularly during the first third of the 20th century. This study aims to examine, from a historical-educational perspective, the use of active methodologies in public schooling by analyzing the technical reports written by teachers in the city of Alicante (Spain) between 1916 and 1926. A qualitative methodology was applied, complemented by quantitative analysis, using a documentary corpus composed of 16 original teaching reports. The analysis was guided by grounded theory principles and supported by qualitative coding software. Five recurring active methodologies were identified: the active method, educational games, visual learning, the Froebel method, and the Montessori method. These approaches were more commonly implemented by female teachers and were flexibly adapted, even in precarious school settings. The findings suggest that teachers of the time possessed advanced pedagogical knowledge and that many of today's so-called innovations are actually revivals of historical practices whose genealogies have often been forgotten or decontextualized. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | La metodología activa ha sido una constante en los debates pedagógicos desde finales del siglo XIX. Aunque hoy en día se presenta como una innovación educativa, sus fundamentos teóricos y aplicaciones prácticas ya fueron formulados y aplicados por parte del magisterio español, especialmente durante el primer tercio del siglo XX. El presente estudio se propone revisar, desde una perspectiva histórico-educativa, el uso de metodologías activas en el ámbito de la escuela pública, tomando como caso de estudio las memorias técnicas elaboradas por el profesorado de la ciudad de Alicante (España) entre 1916 y 1926. Para ello, se ha empleado una metodología de carácter cualitativo complementada con análisis cuantitativo, a partir de un corpus documental compuesto por 16 memorias originales. El análisis ha sido guiado por los principios de la teoría fundamentada y apoyado en software de codificación cualitativa. Se han identificado cinco metodologías activas recurrentes: el método activo, el juego didáctico, el aprendizaje visual, el método Froëbel y el método Montessori. Se ha observado una mayor aplicación por parte de maestras, así como una adaptación flexible de estos enfoques incluso en contextos escolares precarios. Los resultados sugieren que el profesorado de la época poseía un conocimiento pedagógico avanzado y que muchos de los enfoques actuales retoman propuestas históricas cuya genealogía ha sido frecuentemente olvidada o descontextualizada. [ABSTRACT FROM AUTHOR] |
| Copyright of Espacio, Tiempo y Educación is the property of Espacio, Tiempo y Educacion and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 191882481 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Métodos activos en la escuela pública: análisis de las memorias del magisterio alicantino (España, 1916-1926). – Name: TitleAlt Label: Alternate Title Group: TiAlt Data: Active Methods in Public Schooling: An Analysis of Teachers' Reports in Alicante (Spain, 1916-1926). – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Soler%2C+Seila%22">Soler, Seila</searchLink><relatesTo>1</relatesTo><i> seilaaixa.soler@ui1.es</i><br /><searchLink fieldCode="AR" term="%22Rosser%2C+Pablo%22">Rosser, Pablo</searchLink><relatesTo>2</relatesTo><i> pablo.rosser@unir.net</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Espacio%2C+Tiempo+y+Educación%22">Espacio, Tiempo y Educación</searchLink>. Jul-Dec2025, Vol. 12 Issue 2, p302-321. 20p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Public+schools%22">Public schools</searchLink><br />*<searchLink fieldCode="DE" term="%22Constructivism+%28Education%29%22">Constructivism (Education)</searchLink><br />*<searchLink fieldCode="DE" term="%22History+of+education%22">History of education</searchLink><br /><searchLink fieldCode="DE" term="%22Spaniards%22">Spaniards</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Alicante+%28Spain%29%22">Alicante (Spain)</searchLink><br /><searchLink fieldCode="DE" term="%22Spain%22">Spain</searchLink> – Name: SubjectPerson Label: People Group: Su Data: <searchLink fieldCode="PE" term="%22Montessori%2C+Maria%2C+1870-1952%22">Montessori, Maria, 1870-1952</searchLink> – Name: Abstract Label: Abstract (English) Group: Ab Data: Active methodology has been a consistent topic in pedagogical debates since the late 19th century. Although it is often presented today as an educational innovation, its theoretical foundations and practical applications were already formulated and implemented by Spanish teachers, particularly during the first third of the 20th century. This study aims to examine, from a historical-educational perspective, the use of active methodologies in public schooling by analyzing the technical reports written by teachers in the city of Alicante (Spain) between 1916 and 1926. A qualitative methodology was applied, complemented by quantitative analysis, using a documentary corpus composed of 16 original teaching reports. The analysis was guided by grounded theory principles and supported by qualitative coding software. Five recurring active methodologies were identified: the active method, educational games, visual learning, the Froebel method, and the Montessori method. These approaches were more commonly implemented by female teachers and were flexibly adapted, even in precarious school settings. The findings suggest that teachers of the time possessed advanced pedagogical knowledge and that many of today's so-called innovations are actually revivals of historical practices whose genealogies have often been forgotten or decontextualized. [ABSTRACT FROM AUTHOR] – Name: Abstract Label: Abstract (Spanish) Group: Ab Data: La metodología activa ha sido una constante en los debates pedagógicos desde finales del siglo XIX. Aunque hoy en día se presenta como una innovación educativa, sus fundamentos teóricos y aplicaciones prácticas ya fueron formulados y aplicados por parte del magisterio español, especialmente durante el primer tercio del siglo XX. El presente estudio se propone revisar, desde una perspectiva histórico-educativa, el uso de metodologías activas en el ámbito de la escuela pública, tomando como caso de estudio las memorias técnicas elaboradas por el profesorado de la ciudad de Alicante (España) entre 1916 y 1926. Para ello, se ha empleado una metodología de carácter cualitativo complementada con análisis cuantitativo, a partir de un corpus documental compuesto por 16 memorias originales. El análisis ha sido guiado por los principios de la teoría fundamentada y apoyado en software de codificación cualitativa. Se han identificado cinco metodologías activas recurrentes: el método activo, el juego didáctico, el aprendizaje visual, el método Froëbel y el método Montessori. Se ha observado una mayor aplicación por parte de maestras, así como una adaptación flexible de estos enfoques incluso en contextos escolares precarios. Los resultados sugieren que el profesorado de la época poseía un conocimiento pedagógico avanzado y que muchos de los enfoques actuales retoman propuestas históricas cuya genealogía ha sido frecuentemente olvidada o descontextualizada. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Espacio, Tiempo y Educación is the property of Espacio, Tiempo y Educacion and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.14516/ete.12214 Languages: – Code: spa Text: Spanish PhysicalDescription: Pagination: PageCount: 20 StartPage: 302 Subjects: – SubjectFull: Teaching methods Type: general – SubjectFull: Public schools Type: general – SubjectFull: Constructivism (Education) Type: general – SubjectFull: History of education Type: general – SubjectFull: Spaniards Type: general – SubjectFull: Alicante (Spain) Type: general – SubjectFull: Spain Type: general – SubjectFull: Montessori, Maria, 1870-1952 Type: general Titles: – TitleFull: Métodos activos en la escuela pública: análisis de las memorias del magisterio alicantino (España, 1916-1926). Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Soler, Seila – PersonEntity: Name: NameFull: Rosser, Pablo IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Text: Jul-Dec2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 23407263 Numbering: – Type: volume Value: 12 – Type: issue Value: 2 Titles: – TitleFull: Espacio, Tiempo y Educación Type: main |
| ResultId | 1 |
