La inestabilidad docente y la homeostasis de la innovación educativa

Abstract

The aim of this study is to reconceptualise the determinant factors of the homeostasis of innovation of the educational system, because the theoretical contributions have mainly focused on teachers. We analyzed a school that has been innovating since 2001- 02 under teaching instability conditions. The instruments used were school documents, the 23 questionnaires answered by the school professionals and the participant observation. We demonstrate that the homeostasis of the innovation is situated in the stable management team, in the professionals' skills and attitudes, and in the hybrid training space.