Four years of interactive groups: case study of a pioneer school
Abstract
This study aims to assess students’ perceptions of a teaching innovation that has been taking place for the last four years. It is a case study carried out following a qualitative methodology that took place in the first Cantabria school to adopt a procedure typical of learning communities: interactive groups. Through in-depth interviews with the main actors implied in the change of perspective, we enquired about how they assessed the experience by analysing the implementation process, the results and the degree of satisfaction. The results show that this innovation was worth doing because it has changed how this school worked, which has caused great satisfaction for everybody and a substantial improvement in relevant issues such
as motivation, conviviality, degree of inclusion, and degree of participation from
all the spheres of the teaching community.
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