Teaching innovation factors: analysis from three Iberoamerican countries

Abstract

ABSTRACT The main aim of this research is to describe and understand the main elements comprising the teaching innovation in teachers. For this purpose, a mixed research design was used, combining the survey method with case studies in three Iberoamerican countries (Spain, Brazil and Portugal) with teachers of pre-school, primary and secondary education. The results yielded adequate values of reliability (ωSpain = .86; ωBrazil = .82; ωPortugal = .87) and validity for the Teaching Innovation Factors Questionnaire, which is composed of three factors that explain approximately 55% of the variance: institutional participation, psycho-pedagogical openness, and didactic planning. Statistical differences were also found in each of these variables depending on the country (F = 306.22; sig. = .00). These same dimensions were also revealed in the case study. In conclusion, institutional participation, psycho-pedagogical openness and didactic planning are factors of teaching innovation for teachers present in Spain, Brazil and Portugal, although with differences.