El cine como estrategia didáctica innovadora. Metodología de estudio de casos y perfil de estrategias docentes

Abstract

The present study is comprised in an ampler cradle investigation based on the integration of three concepts, usually studied separatedly (Research, Training, Innovation), in order to improve the quality of education thanks to the study of didactic strategies. Models’ based reflection has not been effective for a teaching change as well as those that have been kept in the mere practice, out of the context of the work place. Thus, this investigation tries to give joint sense to these three concepts: knowledge generation, training and innovation. Didactic strategy concept (Torre, 1997, 2000) is defined based on its six components: theoretical perspective, purpose or pursued aim, adaptative character, contextual reality, implied people and organizational aspects, functionality and effectiveness. Holodynamic analysis model is described in the classroom context (Torre, 2003) considering eight parameters: teacher’s implicit assumptions, context, teacher rol, pupil rol, resources, time and space organization, interaction and evaluation. These are the indicators taken into account in the described study of cases using commercial cinema as informative support and the profiles as representation technique. The formative cinema is a strategy that has been used for ten years as much in annual forums as in classrooms by GAD group of the University of Barcelona. On the other hand, the technique of representing by profiles complex qualitative information facilitates the global understanding of the strong and weak points of the teaching improvement.