Innovative practices in schools facing change: areas and modalities

Résumé

This article presents some results of a wider research about change processes that take place in schools that are considered innovative. Specially, it focuses on the kind of change that had been developed for those schools along their history. One of the main purposes of the research which results are synthesized in this monographic number of Profesorado was to detect innovation concepts in practice. This article reflects on two questions of special relevance. First of all, the very innovative condition of change processes. On the other hand, we emphasise the distance between educational changes and daily practices in the classrooms. This second idea is against come of other research results and we expose our arguments to justify it.

Finally, we also underline the important role that a difficult context assumes in the generation of educational change in the cases analysed here. All this allows us to debate some extended assumptions founded on precedent researches. We can affirm that a turbulent context can either obstruct or promote organizational processes of change and make them sustainable along time.