María Matarranz
Biographic Data
| ID | 9139441 |
|---|---|
| NAME | María Matarranz |
| GIVEN NAMES | María |
| FAMILY NAME | Matarranz |
| SIGNATURE | MATARRANZ M |
| AFFILIATIONS | Universidad Autónoma de Madrid |
| ORCID | 0000-0002-7587-5181 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Interrogating educational innovation
Innovation has become a widely used term in educational policy and practice over the past two decades, frequently invoked as a solution to various educational challenges. However, the concept lacks a clear definition, resulting in ambiguous interpretations and varied applications. This scoping review examines the academic discourse surrounding educational innovation by reviewing 75 studies published between 2000 and 2024 focused on compulsory sch…
Sobre el oficio de enseñar. Didáctica, compromiso y reflexión
Teachers’ digital competencies in higher education
Digital competence has gained a strong prominence in the educational context, being one of the key competencies that teachers must master in today's society. Although most models and frameworks focus on the pre-university level, there is a growing interest in knowing the state of digital competencies of university teachers, that is, the set of knowledge, skills and attitudes necessary for a teacher to make effective use of technologies. The aim o…
Después del 2020… Hacia un Espacio Europeo de Educación en 2025
During the last few years, the Education Policy of the European Union (EPEU) has increasingly become subject matter from different perspectives. From the emergent field of supranational educational policy, its study and analysis is of much interest, on the one hand, to conduct a traceability of its evolution, its tendencies, and its education interests; on the other hand, to analyze the education-related actions that are conducted by the EU and g…
No prominent works on this page.
Después del 2020… Hacia un Espacio Europeo de Educación en 2025
During the last few years, the Education Policy of the European Union (EPEU) has increasingly become subject matter from different perspectives. From the emergent field of supranational educational policy, its study and analysis is of much interest, on the one hand, to conduct a traceability of its evolution, its tendencies, and its education interests; on the other hand, to analyze the education-related actions that are conducted by the EU and g…
Teachers’ digital competencies in higher education
Digital competence has gained a strong prominence in the educational context, being one of the key competencies that teachers must master in today's society. Although most models and frameworks focus on the pre-university level, there is a growing interest in knowing the state of digital competencies of university teachers, that is, the set of knowledge, skills and attitudes necessary for a teacher to make effective use of technologies. The aim o…
Sobre el oficio de enseñar. Didáctica, compromiso y reflexión
Interrogating educational innovation
Innovation has become a widely used term in educational policy and practice over the past two decades, frequently invoked as a solution to various educational challenges. However, the concept lacks a clear definition, resulting in ambiguous interpretations and varied applications. This scoping review examines the academic discourse surrounding educational innovation by reviewing 75 studies published between 2000 and 2024 focused on compulsory sch…
Educational Practices and Policies (2 works) · Curriculum (1 work) · Discourse analysis (1 work) · Economics (1 work) · Education and Teacher Training (1 work) · Educational research (1 work) · Educational theories and practices (1 work) · Educational Theory and Curriculum Studies (1 work) · Engineering (1 work) · European union (1 work)