Objectives and lines of research

The brief outline and contextualisation of the “Culture and Education” research group described above leads us to structure our present and future activity according to four axes that constitute specific lines of research and intervention. It should be noted that these four different lines are all underpinned by the same theoretical perspective that we have adopted and which has guided our research up to now. The origins of this perspective can be found in the work of Vygotsky and Bronfenbrenner, known today under the so-called banner of cultural psychology or as the sociocultural perspective of psychology and educational sciences.

Family, school and community relations

Coordinator:  Moisès Esteban-Guitart

Analysis, design, implementation, and evaluation of educational and community programs of personalization and educational contextualization. The main purpose is to facilitate learning processes with personal and social meaning and value. An ecological-systemic conception is assumed where micro, meso and macro levels are considered. At the same time, we work on the identification and development of strategies, resources and experiences of educational personalization and contextualization. Specifically, the main line of action-research is based on the development of funds of knowledge perspective, as well as the proposed theory of funds of identity.

Teacher education

Coordinator: Josep Maria Serra

The different members of the group share a transversal concern which aims to improve teacher education. This concern has found expression in two specific projects. Within the theoretical framework of funds of knowledge and identity, the first project aims to establish relationships of mutual trust and collaboration between schools and families, to improve learning and school performance. In the context of study groups, considered to be explicit examples of communities of practice and training grounds, the teachers of the groups visit some of the students’ homes in order to identify specific skills and abilities of their family members and to link these with the curriculum and school practice. The second project, also mentioned previously, revolves around the notion of “Real Practical Situations” as heuristic and methodological instruments to link theory and practice in teacher training.

Teaching and learning in physical education and sport

Coordinator: Víctor López-Ros

This line of research is structured around the study and analysis of teaching and learning processes in the field of Physical Education and Sport. On these lines, a significant amount of work has gone towards and continues to go towards the study of mechanisms of educational influence, aiming to address the question of how pedagogical support processes can be carried out and articulated in a way that guarantees learning, taking into account the joint exercise involved and its organisation as a unit of analysis. We are primarily driven by a concern to find out what it is that agents do in natural situations (in ecological contexts) to promote the learning of specific content. A second area of considerable research is related to the study and analysis of different models of teaching sport in the different stages of training. Our aim is to find models that can help guide teachers and trainers in their teaching, using models with a solid theoretical grounding which are supported by empirical data.

Analysis and management of diversity of language, identity and culture

Coordinator: Julie Waddington

This focus combines a line of research with a line of intervention that aims to transform and improve educational practice from an inclusive perspective. More specifically, it is based on the consideration and analysis of organisational modifications in the school context that enable educational practice to be more personalised, in order to help improve the academic achievement of all students. In practice, this objective means developing school educational practices that help all students progress academically, regardless of their first language and their knowledge of the school language. This approach promotes the need to acknowledge students’ family languages and cultures and to include them in classroom activities to foster knowledge of the school language and boost students’ self-esteem, while also increasing the relevance that the school institution and the educational practice carried out within it has for these students.