La colaboración docente como clave para la innovación y la mejora continua en la educación

Abstract

Abstract

This study examines the importance of teacher collaboration as a fundamental strategy for promoting innovation and continuous improvement in education. It employs a quantitative-descriptive approach, with data collected through questionnaires administered to teachers and administrative staff at an upper secondary educational institution, complemented by a focus group in which 15 professionals participated. The focus group intervention, guided by trigger questions, allowed for the exploration of current feedback practices and the identification of opportunities to optimize communication and collaborative work. The results reveal that, prior to the intervention, teacher collaboration registered an impact of 79.2%, while after the intervention this impact increased to 87.2%. This demonstrates that, although collaborative learning is only moderately valued, teacher collaboration is perceived very positively—particularly for its role in enhancing pedagogical practices and fostering professional development. These findings underscore the need to implement strategies that strengthen the culture of collaboration in educational settings, thereby contributing to both innovation and the continuous enhancement of educational quality.